Maggie and Milly and Molly and May

Select the four lines from the poem that demonstrates the author’s use of alliteration

• maggie and milly and molly and may

• went down to the beach(to play one day)

• so sweetly she couldn't remember her troubles,and

• milly befriended a stranded star

• whose rays five languid fingers were;

Select the way in which this figurative language impacts the poem’s meaning

• It gives a hint about how the poem will end.

• It shows that two things are being compared

• It shows where to pause and stop while reading.

• It emphasizes the importance of the words that are connected.

What do lines 7-8 suggest about what occurred?

and molly was chased by a horrible thing

which raced sideways while blowing bubbles

• molly was chased by a crab

• molly was attacked by a shark.

• molly was chased by her sisters.

• molly was attacked by her friends.

Select two ways in which the author uses grammar (punctuation, capitalization) to affect the meaning of the poem? (RL.2.5)

• The author uses parentheses to explain something that happened in the past.

• The author doesn’t use spaces after commas and semicolons to confuse the reader.

• The author doesn’t capitalize the girls’ names which shows that we shouldn’t pay any attention to them.

• The author only capitalizes one word in the poem, “For,” to indicate that is the most important stanza.

• The author uses one period which shows that the reader should stop and pay attention to what is coming next.

Part A: How do the author’s descriptions of the character’s experiences affect the meaning of the text?

• They create a sad and lonely tone.

• They make the reader feel anxious.

• They reveal aspects of each girl’s personality

• They show that they girls should not be on the beach.

How does the narrator’s perspective shift throughout the passage?

• She shifts from being uncool to being popular.

• She shifts from not liking her family to being proud of them

• She shifts from respecting her teachers to being scared of them.

• She shifts from being embarrassed by her name to being proud of her name.

From "Why couldn't I have been named Ashley"

Why did the author structure paragraph 2 in this way?

When I was a fourth grader, I remember sitting in class that day just before the bell rang for dismissal. I remember thinking of all the names in the world, how I could have possibly been stuck with such an alien one. I thought about all the popular kids in the class. I figured that I wasn’t popular because of my weird name. I put some things together in my mind and came up with a plausible equation: COOL NAME = POPULARITY. The dismissal bell rang. As I mechanically walked out to catch my ride, I thought to myself, “Why couldn’t I have been named Ashley?”

• To show how she solved equations in math class

• To provide a list of reasons why she didn’t like her name

• To explain that her name affected others' opinions of her

• To describe her relationship with her fourth grade teacher

What is alliteration?

• a literary device where the end words have the same sound

• a literary device where two or more words in a phrase or line of poetry share the same beginning consonant sound.

• a literary device where two things are being compared

• a literary device that gives human qualities to non human objects or things.

What did the sea represent in the poem "maggie and milly and molly and may'

• the dangers of the ocean

• not getting along with sisters

• childhood, growing up and learning lessons in life

• learning that life hurts

Which line from "maggie and milly and molly and may" is a smilie

• five languid fingers

• went down to the beach to play one day

• a shell that sang

• as small as the world