LEAP 360 ELA Practice

Which idea does the poet express with the simile in lines 15-16?

• how lovely the music is

• how timeless the music is

• how common the music is

• how challenging the music is

Tags

CCSS.RL.7.10

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.8.5

CCSS.RL.9-10.9

Part A. How do the actions of the violinist impact the events described in the poem?

• She builds tension by behaving unusually near the speaker.

• She creates a climax by affecting the speaker with her music.

• She creates a problem by causing discomfort for the listeners.

• She presents a solution by demonstrating the value of hard work.

Tags

CCSS.RL.7.10

CCSS.RL.7.4

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.8.5

Part B. Which evidence supports the answer for 2 (Part A)?

• "violin poised against her clavicle like a wing." (line 4)

• "or absorbed in their smartphones." (line 6)

• "went all the years of preparation" (line 11)

• "I was crying for no reason and every reason," (line 17)

Tags

CCSS.RI. 9-10.1

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

Part A. Which theme is developed in lines 17-32?

• Art can provide comfort.

• Truth can be difficult to find.

• It takes courage to show gratitude.

• Ordinary events can bring people together.

Tags

CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

Part B. Which evidence supports the answers to 5 (Part A)?

• "in front of strangers. I thought of the courtroom" (line 18)

• "with fellow jurors, charged to determine the facts" (line 20)

• "The music was contrast and balm, like sunlight" (line 23)

• "Making my offering, I exited, too shy to catch her eye" (line 28)

Tags

CCSS.RI.7.1

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

Part A. How does the memory of the courtroom setting shape the speaker's mood on the train?

• It shows why the speaker feels trapped.

• It shows why the speaker feels annoyed.

• It shows why the speaker feels anguished.

• It shows why the speaker feels suspicious.

Tags

CCSS.RL.5.4

CCSS.RL.6.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

Part B. Which evidence supports the answer to 6 (Part A)?

• "The local was waiting. She entered with me," (line 2)

• "She stood at one end of the car, her gaze" (line 7)

• "charged to determine the facts/ and follow the law." (lines 20-21)

• "we couldn't reverse damage or undo wrong" (line 22)

Tags

CCSS.RI.8.1

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.9-10.2

Part A. How does the poet best develop the points of view of the passengers and of the violinist?

• by including the passengers' and the violinist's reactions when the violinist finishes playing

• by revealing the mood of the passengers and the violinist when they exit the train

• by describing the passengers' and the violinist's initial awareness of their surroundings

• by contrasting the way the passengers and the violinist manage their time on the train

Tags

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.8.5

CCSS.RL.9-10.10

Part B. Which evidence from the poem best supports the answer to 8 (Part A)?

• "... her expression alert," (line 3) and "... the passengers dozing" (line 5)

• "Closing her eyes, she lifted her bow" (line 9) and "The train accelerated in a rush..." (line 13)

• "The tears wet on my cheeks," (line 24) and "... seen the effect her music had wrought." (line 29)

• "...before the doors opened and we scattered." (line 27) and "Into the glory of the summer afternoon." (line 31)

Tags

CCSS.RL.7.10

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.8.5

What does the word wrought mean as it is used in line 29?

• erased

• magnified

• guaranteed

• created

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.7.4

CCSS.RL.8.4