Think Up Unit 7: Lessons & Family Strings

Lines 1 and 2 help the reader determine that Mrs. Graham —

• is skilled at playing the piano

• enjoys both music and dance

• is playing a song at a fast pace

• likes creating her own songs

Tags

CCSS.RI.4.1

CCSS.RL.4.1

CCSS.RI.5.1

CCSS.RL.5.1

CCSS.RL.6.1

The second stanza (lines 11–22) suggests that the speaker —

• wants to take lessons with Mrs. Graham more often

• uses homework as an excuse for not practicing

• wants to play the piano better than he does

• has become tired of practicing the piano every day

Tags

CCSS.RL.3.4

CCSS.RL.3.5

CCSS.RL.4.4

CCSS.RL.4.5

CCSS.RL.5.5

Mrs. Graham’s dialogue with Ruben shows that she is —

(a)  

• playful

• encouraging
• honest

• creative

Tags

CCSS.RL.2.6

CCSS.RL.8.3

This question has two parts. First, answer Part A. Then answer Part B. Part A: What can the reader conclude about the speaker’s feelings about the guitar?

• The guitar is no longer useful.

• The guitar is a valued treasure to the family.

• The speaker does not have time to play the guitar.

• The son is too young to play the guitar.

Tags

CCSS.RI.4.1

CCSS.RL.4.1

CCSS.RF.3.4C

CCSS.RF.4.4C

CCSS.RF.5.4C

Based on the endings of the poems, which of these predictions can the reader make about both Ruben in “Lessons” and the daughter’s son in “Family Strings”?

• They may want to learn songs that are challenging for them.

• They might ask a family member to teach them an instrument.

• They might be nervous to play music for others.

• They may make an effort to play music well.

Tags

CCSS.RI.3.9

CCSS.RI.5.7

CCSS.RL.4.7

CCSS.RL.5.7

CCSS.RL.6.9

Complete the sentence by selecting the correct answer from each drop-down menu. “Lessons” is written in

(a)  

• first-person from Ruben’s point of view,
• third-person from Ruben’s point of view,

• third-person from Mrs. Graham’s point of view,

Tags

CCSS.RI.6.10

CCSS.RL.2.10

CCSS.RL.3.10

CCSS.RL.4.10

CCSS.RL.5.10

While “Family Strings” is written in

(a)  

• first-person from the grandfather’s point of view.

• first-person from the daughter’s point of view.
• third-person from a narrator’s point of view.

Tags

CCSS.RL.1.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

Read lines 27–29 from “Lessons.” Why does the poet include the figurative language in these lines? Use evidence from the text to support your answer.

• To create a vivid image in the reader's mind.

• To confuse the reader with complex language.

• To provide a literal description of events.

• To make the poem longer and more detailed.

Tags

CCSS.RL.3.4

CCSS.RL.3.5

CCSS.RL.4.4

CCSS.RL.4.5

CCSS.RL.5.4

How do the poets of both “Lessons” and “Family Strings” use imagery effectively? Use evidence from both texts to support your answer.

Tags

CCSS.RI.3.9

CCSS.RI.5.7

CCSS.RL.4.7

CCSS.RL.5.7

CCSS.RI.2.9

How does using interesting language help poets create images for the reader?

• By making the poem more engaging

• By creating vivid imagery

• By simplifying complex ideas

• By adding humor