ELA Unit 3.1 REVIEW

Day 12

 Directions: Read Where’s Brownie? and answer the questions 1-5. 

This question has two parts. First, answer Part A. Then, answer Part B.

Part A: Which sentence from the text includes an idiom?

•  Mr. Rollins was astounded that my exhibit was so good.

• Brownie had been missing for over an hour, but better late than never!

•  We think he escaped when Sam set the bag down near the fountain.

• It also says that chameleons prefer running water, like that fountain.

Tags

CCSS.RI.5.4

CCSS.RL.4.4

CCSS.RL.5.1

CCSS.RL.5.4

CCSS.RL.6.4

Part B: How does the idiom contribute to the meaning of the text? (R.3.1)

• The idiom explains that it is important to continue learning so that you can do new things.

•  The idiom shows that the characters were very worried about the missing chameleon.

• The idiom explains that it is important to stick to your schedule and remain on time.

•  The idiom shows that the characters wanted to find Brownie, no matter how long it took.

Tags

CCSS.RI.4.4

CCSS.RI.5.4

CCSS.RI.6.4

CCSS.RL.5.1

CCSS.RL.5.4

In the story, the characters research information about chameleons. How does this event contribute to the development of the plot? (R.1.1)

•  This event led to the characters understanding more about chameleons which helped them to find Brownie.

• This event explained how Brownie got lost and what the characters should do differently to keep this from happening again.

• This event helped the characters build a trap to successfully catch Brownie and keep him safe in the future.

• This event caused the characters to give up their search for Brownie because they trusted he would come back on his own.

Tags

CCSS.RL.2.10

CCSS.RL.2.2

CCSS.RL.2.3

CCSS.RL.4.3

CCSS.RL.4.4

Read this sentence from the text. 

"EVAN and SAM begin texting on handheld devices."

What does devices mean as it is used in this sentence? (V.1.3)

• materials for building safe habitats

• electronic equipment used for a purpose

• resources for studying chameleons

• a plan to communicate a specific message

Tags

CCSS.RI.4.4

CCSS.RI.5.4

CCSS.RI.6.4

CCSS.RL.5.1

CCSS.RL.5.4

Fill in the bubbles to summarize the passage. (R.3.2)

(This question is scored as 4 points)

Tags

CCSS.RI.4.9

CCSS.RI.5.9

CCSS.RL.4.2

CCSS.RL.5.2

CCSS.RL.6.2

Day 13

 Directions: Read The Story of How a Wall Stands and answer the questions 6-10.

Part A: How does the author develop the father’s perspective on the things he created when working with stone? (R.1.3)

• The author includes details, such as the wall stands a long, long time,  to show that the father believes that if you work hard you can be successful.

•  The author includes details, such as “that’s just the part you see,” to explain that the father believes his work is more challenging than people think.

• The author includes details, such as “that’s just the part you see,”  to show that the father believes his work was easy to do even if it takes a long time.

• The author includes details, such as the wall stands a long, long time, to explain that the father believes that the things he made are going to be broken soon.

Tags

CCSS.RI.1.4

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Part B: Select evidence from the text that supports the development of the father’s perspective. (R.1.3)

• together for a long, long time

• He tells me those things, the story of them

• He ties one hand over the other

• It is built that carefully

Tags

CCSS.RL.3.6

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.6.6

How does the poet use repetition and line breaks together in the poem? (R.1.4)

• The poet uses the repetition and line breaks to place emphasis on the speaker’s emotions and how they changed throughout the poem.

• The poet uses the repetition and line breaks to explain that the speaker’s perspective is much different from his father’s.

• The poet uses the repetition and line breaks to place emphasis to the careful work the speaker’s father did.

•  The poet uses the repetition and line breaks to explain the importance of working with others to complete a task.

Tags

CCSS.RL.4.4

CCSS.RL.4.5

CCSS.RL.5.4

CCSS.RL.5.5

CCSS.RL.6.4

How is the theme of the text developed? (R.1.2)

• The theme is developed by including events where the speaker teaches his father how to build a wall. This helps the reader learn that you are never too old to learn new skills.

• The theme is developed by including details that explain how even though the wall looks simple, it took hard work for it to hold together. This helps the reader learn that hard work pays off.

• The theme is developed by including events where the speaker’s perspective changes. This helps the reader learn that you should be open to learning new things.

• The theme is developed by including details that explain how the father tells the story to the speaker of the poem. This helps the reader learn that it is important to listen to your parents.

Tags

CCSS.RL.4.2

CCSS.RL.4.9

CCSS.RL.5.2

CCSS.RL.5.9

CCSS.RL.6.2

Select two details that show the development of the theme. (R.1.2)

•  “It is built that carefully” he says, “mud mixed to a certain texture,”

•  He ties his hand over the other, fitting like bones of this hands and fingers.

• and with his hands puts the stone and mud in place

• “So that placed between the stones they hold together for a long, long time.”

• He tells me those things, the story of them worked with his fingers

Tags

CCSS.RL.4.2

CCSS.RL.4.9

CCSS.RL.5.2

CCSS.RL.5.9

CCSS.RL.6.2