Teacher Key with Answers Ques Answer Level Skill Subskill Item # 1 D Moderate English Language Arts Standards: Listening & Speaking 2 A Easy English Language Arts Standards: Language 3 A Easy English Language Arts Standards: Language SL.9-10.4. Presentation Skills [102662] L.9-10.1 Grammar/ Usage [100605] L.9-10.1 Grammar/ Usage [100605] U51929 D110572 D110620 4 B Moderate Reading: Literature RL.9-10.1 Cite Evidence [100576] 5 C Moderate Reading: Literature RL.9-10.1 Cite Evidence [100576] U51815 U51833 6 D Moderate English Language Arts Standards: Language L.9-10.1 Grammar/ Usage [100605] U51872 7 D Hard English Language Arts Standards : Writing W.9-10.3 Write Narrative [100597] D80997 8 D Hard English Language Arts Standards: Language L.9-10.1 Grammar/ Usage [100605] D80391 9 B Hard English Language Arts Standards : Writing 10 B Easy English Language Arts Standards : Writing W.9-10.3 Write Narrative [100597] W.9-10.3 Write Narrative [100597] D102474 D80994
Name: Date: SE Region English I Q2 Week 2 CA Question 1 of 10 During summer, thousands of acres of forest in many western states are ablaze. Firefighters, generally young men and women, work long and hard to contain the damage. This is a true account of a typical day for one of these adventurous young people. Firefighter s Day 1 The alarm on my watch buzzes at 5:30 AM. All 19 other crew members and I wake, roll out of sleeping bags, and put on high leather boots. There is no need to dress because we sleep in our clothes. With no laundry facilities, we change once every three days. I quickly pack my sleeping bag, roll my pad, and stow them in the gear bag above a seat in our all-terrain buggy. Then we climb in and try to catch a few more minutes of sleep on the drive to base camp. 2 Reaching camp, seven A-squad mates and I form a line behind B squad. It is 20 degrees, and we are dressed in matching outfits: leather boots, fire-retardant pants, hoodies (hooded sweatshirts), and beanies (hats). At breakfast, we consume over 2000 calories and begin hydrating. After eating, the rank-and-file crew members wait while our squad bosses, foreman, and crew boss attend briefings. Most of us go to the buggy for another hour of sleep in relative warmth. The more energetic try for cell phone reception to call loved ones. 3 An hour later, I awaken to the sound of the buggy starting. Our leaders are back, and we have our marching orders. My squad boss passes us topographic maps as we drive to our drop-off point. The terrain looks scary. It consists of many closely packed scribbles, which means it is very steep. I double check my pack: six full one-quart water bottles, an MRE (Meal Ready to Eat) for lunch, my knife, and extra shoelaces. 4 We arrive at our drop-off point after one hour, a short trip compared to our usual forays into the wilderness. The night before, the relative humidity was low, temperatures unseasonably warm, and the wind high. This is perfect weather for a fire but not for firefighters. The line we had labored on yesterday had not held. Today will be tough. 5 We quickly unload, grab our packs and tools, and form a semi-circle so our crew boss can tell us what we already know. We are to direct attack the fire, also known as cutting hotline. The buggies have taken us as far as they can, but it is still four miles to the fire with each crew member carrying 45 to 60 lbs of gear. We form a single-file line with chainsaw operators, known as sawyers, in front, followed by swampers and scrapers. 6 When we reach the fire, sawyers cut down dangerous dead trees, also known as snags, and burning trees to open an area for the scrape line. The swampers drag away whatever sawyers cut to reduce
debris that might fuel the fire once it hits the scrape line. They must also tote gas, oil, and chains for the saws. Scrapers use various tools to expose mineral soil, which will not burn. With luck, the scraped line will keep the fire from burning over the ridge. 7 Today we need to punch only four miles of line. My crew and another put in the last section of an uncompleted secondary line that has been started in case our primary line fails to hold. The crews start at opposite ends and punch line uphill. As usual, it becomes a race to see which crew can complete more than half the line and win bragging rights. Nine hours after hiking in, we complete over half the line and tie into the other crew. We are victorious and ecstatic. Now all we must do is hike out, drive back, eat dinner, set up camp, and sleep. We are asleep by 10:00. It has been a 14-hour day. When we wake the next morning, we learn the fire has jumped the line, and all our work was for naught. It was time to start all over a typical day. Suppose the author of this passage were to give a speech about his experiences to your class. Which visual aid would best help students understand the difficulty of his job? A. a poster showing various tools B. a map showing the region of the fire C. a photograph showing life at base camp D. a video clip showing scrapers cutting line
Question 2 of 10 Which of the following is NOT correct? A. Please to be quiet in the museum! B. Shut off the lights! C. Be careful! D. Watch your step! Question 3 of 10 Which of the following is correct? A. The credit card is in my wallet, which you can find in the kitchen drawer. B. The credit card is in my wallet which you can find, in the kitchen drawer. C. The credit card, is in my wallet, which you can find in the kitchen drawer. D. The credit card is in my wallet, which you can find in, the kitchen drawer.
Question 4 of 10 Learning Guitar 1 It s no use. I ll never get this, Holly said. She was sitting on the floor with her back against a couch. A guitar lay in her lap she shook her left hand in the air. My fingertips hurt. 2 You can quit now, her mom said. But if you do, it ll be harder to start back up again. I think you have a decision to make. 3 Holly stood up and leaned the guitar against the couch. I have decided. I m going to get a piece of pie to help me decide. She sighed and walked into the kitchen. 4 Sat at the table eating her dessert. Her dad walked in. Is this a break from guitar practice? he asked. 5 Holly's mom was in the kitchen baking a pie and listening to her daughter's struggles. She took the pie out of the oven and placed it on the counter. 6 Yeah, I m done for the night, Holly said. 7 Why so down? her dad asked. 8 I don t know. I just don t think I ll ever play well. 9 No one s asking you to make records like the Beatles, her dad said. 10 But I should at least be able to play a couple of chords halfway decently. And besides, my fingers hurt. 11 Well, said her dad. There is no getting around the fact that when you have calluses and are not a guitar player. Come over here, he said as he walked toward the couch. Play me what you know. 12 Holly rose slowly, going to the couch, sitting on the floor and picked up the guitar. 13 Give me a G, her dad said, and Holly played the note on the guitar. That s pretty good, he responded. Now give me a D... Not bad... I'd say you re coming along. 14 Really? 15 'Yeah, really. For someone who s been playing for just one week, I d say you re ahead of the game. Now you need to work on the calluses. 16 Holly rose. I m going to call Josh and tell him that I ll keep at it for a while longer. She then left the room. 17 Since when did you know what a G or a D should sound like? Holly's mom asked. 18 I don t know anything about guitars and chords, he said. But I do know a thing or two about our
daughter. Holly's dad restores her desire to learn how to play guitar, even though he does not know anything about playing guitar. What type of irony, if any, does this demonstrate? A. verbal irony B. situational irony C. dramatic irony D. no irony Question 5 of 10 The Invitation 1 Before school, Michelle arrived at her locker outside Mrs. Harper s English class. Just inside the door Aisha and Tasha were standing at the pencil sharpener. Mr. Carver was across the hall helping a student with a math problem. 2 Tasha, Aisha said. Jeremy invited me to go sledding down Robin s Hill with a bunch of his friends Saturday and said I could invite someone. You want to come? 3 I don't know. I hate the cold, and besides, I m not sure I like sledding. Why don t you ask Michelle? 4 Michelle listened as she stood out in the quiet hallway. 5 At lunch Aisha and Tasha sat at a table in the cafeteria. Michelle walked up with her tray and joined them. So, I hear you re going sledding, Michelle said to Aisha. 6 Michelle? Aisha said. Oh, I don t know. She and Jeremy don t get along very well. Aisha and Tasha began walking back to their seats and out of Michelle s earshot.
7 Michelle, for example, did not walk anywhere right then. Her mind was elsewhere. The reader knows that Michelle is listening to Tasha and Aisha, but they do not. Which type of irony does this situation demonstrate? A. verbal irony B. situational irony C. dramatic irony D. character irony Question 6 of 10 Should We Restrict Advertising? Essay One 1 Yesterday, I went on the Internet to check my e-mails. But I couldn t just check them. Before I could get down to business, I had to fight through pop up ads that wouldn t go away. Several minutes were wasted. I then went outside to the mailbox and found a large stack of junk ads waiting for me. I came inside, sorted through the mail and tossed the junk. More waste. I turned on the TV to a toothpaste commercial, switched channels to a car commercial, switched again to a preview of an upcoming show, and finally turned the power off. I got in the car and drove to the grocery store. A burger place had a buy one get one free special. Next, there was a clothes shop with a big sale. I am passing billboards advertising colas, life insurance, shoes, cell phone plans, stores, soups, a sports team, and several political candidates. Just a few years ago, this road sat next to spruce forests and fields. Now, every building on the road competed for my attention. I understand that advertising is a form of speech that is protected by the Constitution. Nonetheless, it seems that it is time to apply some limits to it. 2 Ads waste more than they help. They waste people's time, and they waste precious resources. Suppose I waste just ten minutes a day sorting through advertising suppose you waste the same. Multiply those minutes by 300 million people and then again by 365 days for the year. The waste is
astronomical. 3 In addition, some advertisements are inappropriate for children. Checking e-mail, going to the mailbox, traveling to the grocery store, and having turned on the TV are all things that children frequently do. Yet in every one of these places, I see ads every day that children have no need to see. If advertisers don t care. perhaps we should. 4 It is time we considered greater restrictions on our advertising. What we have now has gone too far. Essay Two 1 Some people think that we need to be stricter with our advertising. I disagree. I think that advertising actually serves a useful purpose. 2 Many products in America are sold simply because they have been marketed well. I have bought some of them myself. No doubt you have too. People see the advertising and say, I want one of those. Now, behind every one of these products there is a company that made the product and often a store that sold it. If these products do not sell, then companies and stores lose revenue. That means people lose jobs. Like it or not, advertising is necessary to our economy. Restricting it could bring serious economic consequences. 3 Not only is this true, but advertising is not always as annoying as some people might believe. Some ads are very funny. Others are interesting. And still others can be quite beautiful. Advertising has become a form of art. It may be art with a business purpose, but it is still art. Once we open that door, where do we stop? Squelching advertising could be the equivalent of squelching Michelangelo. 4 Advertising has enough benefits that we need to keep it. To restrict it will only bring problems. Read this sentence from paragraph 3 in the first essay. Checking e-mail, going to the mailbox, walking to the grocery store, and having turned on the TV are all things that children frequently do. Which is the best way to revise this sentence for parallelism? A. Checked e-mail, going to the mailbox, walking to the grocery store, and having turned on the TV are all things that children frequently do. B. Checking e-mail, going to the mailbox, walked to the grocery store, and having turned on the TV are all things that children frequently do.
C. Checking e-mail, gone to the mailbox, walking to the grocery store, and having turned on the TV are all things that children frequently do. D. Checking e-mail, going to the mailbox, walking to the grocery store, and turning on the TV are all things that children frequently do. Question 7 of 10 Complete the sentence below with the most vivid adjective. Abandoned by his owner, the stray dog's coat was a(n) mess of mud, fur, and leaves. A. ugly B. dirty C. neglected D. tangled
Question 8 of 10 Grandpa eats healthfully and exercises every day, he is in better physical shape than most men half his age. What change should be made in the sentence above? A. add a comma after healthfully B. change every day to everyday C. change than to then D. change the comma after day to a semicolon Question 9 of 10 Which of the following is NOT a reason that a writer might use hyperbole? A. Humor B. Explicit comparison C. Emphasis D. Emotional appeal
Question 10 of 10 Complete the sentence below with the most vivid adjective. A wind blew across the creek, forming ice crystals along its edge. A. cold B. frigid C. cool D. tepid