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TRANSCRIPT
School District of Palm Beach County
Department of Secondary Education
Winter Break Reading & English/Language Arts
6th Grade Student Packet
School District of Palm Beach County Department of Secondary
Education Winter Break Reading & English/Language Arts Student Packet
Guidelines:
Middle & High School English/Language Arts teachers will distribute the Winter Break Reading & English/Language Arts student packet to all students prior to the break. Students are to complete this packet with the following recommendations:
Grade 6 will complete the reading passages and multiple choice questions.
English/Language Arts teachers will collect these packets from all students after
the Winter Break.
The English/Language Arts teachers will review the reading portion of the
packet with students.
The Reading teachers will also review and reinforce the reading portion of
the packet with students.
For further questions or support contact the Department of Secondary
Education:
Diana Fedderman, Director
561-357-5989
PX 25989
Suggestions for Completing the 6th Grade Middle School Winter Break Packet
Read the directions carefully. Ask your parents or guardians to help you understand any directions you do not understand.
Read the passages and questions very carefully. You may look back at a passage as often as you like.
Use highlighters or pencils to underline important information as you read.
Answer the questions you are sure about first. If a question seems too difficult, skip it and go back to it later.
Think positively. Some questions may seem hard, but others will be easy.
Check each answer to make sure it is the best answer for the question.
Complete the vocabulary activity and review the answers with your parent/guardian.
After you have written to the writing prompt, read your essay aloud and check for errors. Be sure to include details and support in your writing.
Reading Strategies That Work
Have you ever read a very long passage and found that you really don’t
remember much of what you have read? If the answer is yes, you are not
alone. Often times, readers lose track of what is going on in the selection
as they read. Use one or more of the tips below as you read through the
passages on the upcoming pages.
Read and Write Something
After reading the first paragraph or section, draw a line under it. Then
pause and think about what you have read. Try to summarize what you
have read by writing a few words in the margin that contain the main idea
of the paragraph. If you cannot summarize it, go back and reread the
section and try it again.
Question the Author
After reading a selection ask these questions:
What has the author done to help me understand the passage?
What is the author trying to tell me in this passage?
What does the author expect me to know after reading this passage?
Answer the questions and discuss your answers with your parent or a
classmate who is working on the same passage.
Visualize while Reading
As you read the passage, try to create a mental image of what the
author is describing.
Share the image you have in your mind with a parent or classmate
who is working on the same passage.
Know that making pictures in your mind helps you to understand and
clarify what you have read.
Read the article Children’s Festivals: Centuries of Fun, and then answer the questions
that follow.
Children's Festivals: Centuries of Fun
By Abigail Mieko Vargus
How would you like to have two days a year when your parents made special meals for you,
and everyone treated children as the most important people in the community? That's exactly
what happens in Japan--once for the Doll Festival (also known as the Girls' Festival) and once
for Children's Day (formerly the Boys' Festival).
The two children's festivals have evolved over many centuries. Both days are associated with
plants that are important to that time. The Doll Festival, which is celebrated on March 3, is
sometimes called the Peach Blossom Festival, or Momo-no-Sekku. Children's Day, which is
celebrated on May 5, celebrates the iris, or shobu. But there are many more things to these
holidays than pretty flowers!
Hinamatsuri
Hinamatsuri is the Japanese word for Doll Festival. Every year, little girls look forward to March
3--it's their day! In fact, it's been the Girls' Festival for hundreds of years. Although no one
knows for sure when it was first celebrated, Hinamatsuri was definitely a holiday during the Edo
period (1600-1867). The dolls are all dressed in costumes from the Heian period (794-1185),
and some people think the basis for the Girls' Festival began then.
Of course, putting out the Hinamatsuri dolls, called hina-ningyo, is the most important
preparation for the Doll Festival. Every Japanese girl has a set in her home, but these dolls are
displayed only for a few days. In fact, leaving them out after March 3 is considered bad luck
for the little girl who owns them!
Most hina-ningyo sit on a five- or seven-tiered display, which is covered in red carpet. A five-
tiered display will look like this:
Top: Emperor and empress
Second: Three lady courtesans, or the sannin-kanjo
Third: Five musicians, or the gonin-bayashi
Fourth: One old and one young minister, or the udaijin and
sadaijin
Bottom: Three servants
A set like this, especially if you add miniature
furniture and other decorations, is very expensive--
perhaps thousands of dollars! Instead, many little
girls use the same set their mothers and
grandmothers had used. Some people also display
only one tier: the emperor and empress.
But there is more to the Doll Festival than dolls. The
entire day is devoted to celebrating little girls and
their futures. Special food is served. One of the most common is a diamond-shaped rice cake
called hishimochi. (Even the dolls get a pair of hishimochi on the display!) Usually, the
hishimochi are colored: red or pink symbolizes safety from evil spirits; white symbolizes purity;
and green symbolizes growth and health. Long ago, these rice cakes were very important and
beloved. Nowadays, most children prefer to have their hishimochi made of sponge cake.
Kodomo-no-Hi
To say Children's Day in Japanese, you say Kodomo-no-Hi. But it's not only boys who look
forward to Kodomo-no-Hi. Everyone gets the day off school or work, and it's considered one of
the most popular days of the entire year!
Kodomo-no-Hi is even older than Hinamatsuri--although there are many different theories about
its origins. One thing is for sure: May 5 was renamed Kodomo-no-Hi in 1948. Before that, it was
called Tangono-Sekku, which calls back to origins as a celebration of the iris and the start of
summer. The date wasn't set to May 5 until sometime around the Nara period (710-784). The
rituals around it--and its focus on the strength and courage of Japan's boys--go back perhaps as
early as the reign of Empress Suiko (593-628 A.D.).
Empress Suiko loved ceremony. She borrowed a Chinese tradition of a royal guard parade. The
soldiers wore elaborate ceremonial helmets and armor. Many people think her ceremonial guard
was combined with a far more common custom: Long ago, Japanese farmers believed that
scary dolls could frighten away crop-destroying insects. Believe it or not, these two traditions
combined into dolls for the Boys' Festival, too!
The dolls displayed for Kodomo-no-Hi, however, are called gogatsu-ningyo or musha-ningyo,
which means warrior dolls. All the dolls are dressed as medieval Japanese knights, or samurai,
and appear on a tiered display. Also included are miniature ceremonial armor, swords, bows
and arrows, and silk banners.
But, unlike Hinamatsuri, the dolls are not the most impressive sight. Throughout Japan, colorful
banners, called koinobori fly from flagpoles and balconies. The banners are decorated like carp,
a fish that swims upstream and thus symbolizes determination and strength. Families fly one
banner for each boy or child. Some say the tradition started way back on May 5, 1282, when the
Japanese defeated the Mongols and flew banners in celebration.
Of course, Children's Day comes with special food and other rituals as well. Two of the most
common foods are kashiwa-mochi, a rice cake wrapped in an oak leaf, and chimaki, a dumpling
wrapped in bamboo leaves. Both the oak and the bamboo, like so many other parts of Kodomo-
no-Hi, symbolize strength. The iris is also a symbol of strength, and many children take a ritual
bath with floating iris leaves.
More common in today's Japan, however, are the community celebrations around Kodomo-no-
Hi. Children might be found competing in field day activities and singing special songs. No
matter what they are doing--and no matter whether it was in medieval Japan or modern Japan--
Japanese children love celebrating Kodomo-no-Hi and Hinamatsuri!
Try This!
The koinobori of the Boys' Festival are eye-catching. Then make
your own using mural paper, crayons or paint, tape, a paper hole
punch or scissors, ribbons, and string. Here's how:
Step 1. Cut a long strip of mural paper--at least a foot or two long.
Fold it in half. (You want to fold halfway down the shortest side.)
Step 2. Decide which end is the mouth of the fish. Use your crayons
(or paint or markers) to decorate one side to look like a Japanese
carp, or koi.
Step 3. After the first side has dried, turn the paper over. Decorate
the other side just like the first side.
Step 4. Unfold the paper, making sure to flatten out the crease as much as possible. Tape the
bottom of the fish together.
Step 5. Try to make the fish as cylindrical as possible.
Then punch one hole at each end of the fish's "mouth' Take about one foot (12") of string (yarn
is a good choice), and tie one end in each hole.
Step 6. Punch some holes around the bottom of the fish, too. Attach ribbons to these holes to
act as streamers.
Step 7. Take your koinobori outside and see if you watch a fish fly!
Now read the following multiple-choice questions. Decide which answer is the best to
each question. Base your answers on the article, Children’s Festivals: Centuries of Fun.
1. Some items that might be found on the tiered display next to the Kodomo-no-Hi dolls are
A. pieces of furniture.
B. peach blossom flowers.
C. red pieces of hishimochi.
D. ceremonial swords and armor.
2. Read this sentence from the article.
The entire day is devoted to celebrating little girls and their futures.
What does devoted mean as used in the sentence above?
F. committed
G. distributed
H. sacrificed
I. wasted
3. Why does children’s bath water contain floating iris leaves?
A. Iris’s are the symbol of wealth, which is what Kodomo-no-Hi celebrates.
B. Iris’s are the symbol of defeat, which is what Kodomo-no-Hi celebrates.
C. Iris’s are the symbol of strength, which is what Kodomo-no-Hi celebrates.
D. Iris’s are the symbol of determination, which is what Kodomo-no-Hi celebrates.
4. Read this sentence from the article.
You want to fold halfway down the shortest side.
In which of the following sentences does fold have the same meaning as in the
sentence above?
F. The minister preached to the fold on Sunday morning.
G. The company had to fold, after being open for 25 years.
H. After you are done with the map, please fold it and put it away.
I. The player had to fold from the game, after receiving two jokers.
5. How does the author of this article organize the Try This! section?
A. by comparing the various ways to create a koinobori
B. by explaining the meaning of the koinobori during the festival
C. by providing a chronological list of what to do to create a koinobori
D. by listing events and songs that take place during the Kodomo-no-Hi
6. What was the author’s purpose in writing this article?
F. to teach people how to make a koinobori
G. to persuade people to travel to Japan during the Springtime
H. to compare and contrast the various holidays celebrated in Japan
I. to explain the meaning behind two children’s holidays celebrated in Japan
7. The author’s use of a subtitle aids the reader’s understanding by
A. indicating how well Japan treats their children.
B. elaborating on the two festivals that would be discussed in the article.
C. highlighting the various types of activities that take place during each festival.
D. drawing attention to the variety of dolls and their functions in relation to each festival.
Read the article, Orang Aid, and then answer the questions that follow.
Orang Aid
Psychologist Anne Russon travels to Asia to study and help protect one of our closest
relatives.
By Stephen Fraser
Anne Russon is a professor of psychology at York University in
Toronto. Her field of study isn't the behavior of people, however.
It's the behavior of one of the great apes: the orangutan. A great
ape is a large, tailless primate that has a relatively big brain, is
highly intelligent, and can make tools. (The lesser apes are
smaller, slighter, and less intelligent. Gibbons are lesser apes.)
Orangutans are endangered. They live only in the rain forests of
the neighboring islands of Borneo and Sumatra, in the countries of
Malaysia and Indonesia. Russon spends several months in Borneo each year observing
orangutans in the wild and helping formerly captive ones return to it. Current Science
interviewed Russon as she was preparing for another research trip.
Current Science: Where did you grow up, and what were your interests when you were young?
Anne Russon: I grew up in Regina, Saskatchewan. It's right in the middle of the Canadian
prairies. In school, I liked math - I was good at it - and biology. Out of school, I liked making
things with my hands - art, sewing, even building. On holidays, my family always went camping,
and that's where I developed a fondness for living in the woods.
CS: Where did you go to college, and what did you study?
Russon: I first went to McGill University in Montreal to study mathematics. A few years later,
when I finally figured out what I really liked - psychology - I attended York University and then
the University of Montreal. Eventually I discovered I was more interested in the psychology of
the great apes than human psychology.
CS: What sparked your interest in orangutans?
Russon: My first interests were chimpanzees and gorillas. They were more popular when I was
a student. I ended up working with orangutans almost by chance. I had an opportunity to visit
Borneo, and while I was there I visited a well-known orangutan field site.
After working with chimpanzees, I thought that orangutans would bore me. Chimps are very
dramatic, and orangutans are extremely slow. But then I saw orangutan intelligence. I observed
orangutans making fires, washing dishes, unlocking doors, and taking boats for rides along the
river, and I have been fascinated with them ever since.
CS: How is studying orangutans relevant to the field of psychology?
Russon: Orangutans are one of only four kinds of great apes that survive in the world today.
The others are chimpanzees, gorillas, and bonobos. The great apes are our (humans') closest
living biological relatives. For that reason, orangutans and the other great apes are among the
best species to show us what is unique about human life and what humans share with other
species.
CS: Do orangutans have a personality? How does it contrast with the personalities of chimps
and gorillas?
Russon: Generally speaking, orangutans are calm, reflective, introverted, solitary, and
easygoing. By contrast, chimpanzees tend to be dramatic, impulsive, very sociable, and
aggressive. Gorillas tend to be shy, gentle, sensitive, and peaceful.
CS: Orangutans are most genetically similar to which other apes?
Russon: Orangutans are equally closely related to all the other great apes - and to humans. We
all share a common ancestor that lived 12 million to 15 million years ago.
Clockwise from top left: An orangutan uses a twig to extract insects from a stump. An orangutan uses a leaf as a cup from which to drink water. A mother orangutan and her youngster
CS: A young orangutan spends up to seven years with its mother. What does it gain from her in
that time?
Russon: It can be longer than seven years. Recent studies in Sumatra have shown that young
orangutans may stay with their mothers until they're 11 or 12 years old. They gain many of the
same things from their mothers that we gain from ours. In the earliest years, infant orangutans
live on milk, so they get most of their food from their mother. She also protects, cleans, and
carries them; shelters them from the rain and the cold at night; and provides a sense of security.
For older infants, the mother is also their playmate and, very importantly, their teacher.
CS: Do orangutans have enemies?
Russon: Humans are the main enemies of orangutans, but there are others. The only large
forest animal that preys on orangutans is the tiger, and only in Sumatra. Wild pigs, smaller
forest cats, and snakes can kill smaller orangutans, especially those that have been injured.
Some of the orangutan's worst natural enemies are tiny species: parasites and infections.
Orangutans are so similar to humans that they can catch many of our diseases, including
malaria, common viral infections (colds, flu, pneumonia), several forms of hepatitis (A, B, C),
and tuberculosis.
CS: How do orangutans react to you when you're in the forest?
Russon: Wild orangutans who haven't seen humans typically react with fear or anger. They
hide, throw branches, make angry vocalizations, and run away. Once they're used to humans
who have shown that they mean no harm, orangutans pretty much ignore us. Orangutans can
recognize individual humans, and even orangutans that are used to our team can become wary
or angry when a new person joins us.
Rehabilitants are ex-captive orangutans that are being helped to return to forest life. They are
very different from wild orangutans because they've lived in the human world and understand a
lot about us. I've experienced close, friendlike relationships with some rehabilitants. Orangutan
friends typically visit me just by staying nearby. They're not very expressive. Someone once
said that the greatest compliment an orangutan can give you is to ignore you. I think they're
letting you know that you don't bother them. To me, that's an honor.
CS: Orangutans communicate vocally with one another. Is it considered language?
Russon: No. Communicating vocally doesn't count as language. If it did, then orangutans,
birds, humpback whales, mice, and some insects would get credit for having language.
Language isn't necessarily vocal either. Think of the sign languages used by deaf people.
To qualify as language, a communication system has to have special structural features. One of
the most important, and one that is hard to find in any nonhuman species, orangutans included,
is syntax. Very simply, syntax is the combining of words to make sentences. Sentences allow us
to communicate relationships between words. For example, "dog bites man" means something
very different from "man bites dog" even though both sentences use the same words.
CS: You've studied orangutans for 24 years. What have you discovered?
Russon: From our studies of rehabilitants, we have very good proof that they can naturally
learn by imitating what they see - an ability that many people thought was only possible in
humans.
We also recently showed that orangutans can communicate by miming - that is, acting out what
they want to tell you. That's important because some experts believe that human language
evolved out of miming. If so, then orangutans might be thought of as on the brink of language.
Finally, we recently found rehabilitants catching and eating live fish. That was unheard of. It's
important because it can help us figure out when and how ancestral humans first started to
catch and eat fish. Fish really is brain food.
CS: Are there places in Indonesia where orangutans are protected?
Russon: Indonesia has many parks and preserves where orangutans are protected. Those
places do not ensure their safety, however, for two reasons. First, the parks and preserves are
not well protected. Poaching [illegal hunting] of all sorts occurs there, and law enforcement is
not strong enough to control it. Second, most wild orangutans live outside the parks and
preserves, so they do not have the limited protection available in the parks and preserves.
CS: What advice do you give to young people who are interested in studying orangutans?
Russon: I obviously think orangutans are among the most fascinating living beings on Earth.
One reason they are so interesting is that they are so very close to us. As it turns out, we both
want the same things. Orangutans are perilously close to extinction because humans are taking
over their habitat and forcing them out. Orangutans may become extinct in the wild within the
next 10 to 20 years if we don't change our practices. These days, anyone interested in studying
orangutans must aim to put orangutans' interests first - to improve rather than worsen their
individual lives and their chances of survival.
Now read the following multiple-choice questions. Decide which answer is the best to
each question. Base your answers on the article, Orang Aid.
8. Read this excerpt from the article.
My first interests were chimpanzees and gorillas. They were more popular
when I was a student. I ended up working with orangutans almost by chance.
What does the excerpt above tell readers about Anne Russon?
F. She was a leader in her field of study right from the beginning.
G. She knew from the beginning that she wanted to study orangutans.
H. When she first began studying, she followed what other people were doing.
I. She didn’t know a lot about any of the animals in the beginning, and was told to study
orangutans.
9. What is true of BOTH orangutans and chimpanzees?
A. They are very sociable.
B. They are very aggressive.
C. They are still in the world today.
D. They are very shy and introverted.
10. What is one reason it is important for scientists to study orangutans?
F. Orangutans’ DNA is very similar to our own DNA.
G. Orangutans are becoming extinct, so we must learn what we can now.
H. Orangutans will be used to replace humans for certain jobs in the future.
I. Orangutans are very intelligent, therefore, we must see what all they are
capable of.
11. Which of the following is the best evidence that Anne Russon is qualified in her opinions on
orangutans?
A. She has a degree in studying the behavior of animals.
B. She has a degree in studying the behavior of humans.
C. She enjoys being around orangutans and wants to protect them.
D. She has worked in zoos for many years, and understands how orangutans
think.
12. How is this article organized?
F. The author interviews experts in psychology.
G. The author uses an interview with an expert on orangutans.
H. The author explains why orangutans are on the endangered species list.
I. The author provides a chronology of activities to explain how Anne Russon became
involved with orangutans.
13. How do we know that orangutans are highly intelligent animals?
A. Orangutans are smart, but not as smart as chimpanzees.
B. Orangutans are very dramatic, and are able to speak to humans.
C. Orangutans are very slow and pay attention to everything they do.
D. Orangutans are able to perform tasks similar to humans, like make fire.
14. Read this sentence from the article.
Orangutans are perilously close to extinction because humans are taking over
their habitat and forcing them out.
The word perilously comes from the word peril. Peril comes from the Latin word
perīculum, which means “test” or “danger.” Based on the meaning of the root word, the
sentence implies that
F. orangutans are at the brink of not existing anymore.
G. orangutans will be tested to see if they should survive.
H. orangutans have plenty of time before they become extinct.
I. orangutans are destined to become extinct, so there is no point in worrying.
15. The research that psychologists like Anne Russon conduct is important today because
A. it’s exciting to know more about chimpanzees.
B. the information changes the way orangutans learn from humans.
C. their knowledge helps educate us on the behavior of various animals.
D. the results of the experiments help us understand why they are endangered.
16. The author’s use of the pictures on the last page of the article aides the reader’s
understanding by
F. showing where orangutans currently live.
G. demonstrating how orangutans survive in the wild.
H. emphasizing how orangutan mothers take care of their children.
I. illustrating the similarities of orangutan’s behaviors and humans.
Read the poem, The Village Blacksmith, and the story The Silver On The Hearth, and then
answer the questions that follow.
THE VILLAGE BLACKSMITH
Under a spreading chestnut-tree
The village smithy stands;
The smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are strong as iron bands.
His hair is crisp, and black, and long,
His face is like the tan;
His brow is wet with honest sweat,
He earns whate'er he can,
And looks the whole world in the face,
For he owes not any man.
Week in, week out, from morn till night,
You can hear his bellows blow;
You can hear him swing his heavy sledge,
With measured beat and slow,
Like a sexton ringing the village bell,
When the evening sun is low.
And children coming home from school
Look in at the open door;
They love to see the flaming forge,
And bear the bellows roar,
And catch the burning sparks that fly
Like chaff from a threshing-floor.
He goes on Sunday to the church,
And sits among his boys;
He hears the parson pray and preach,
He hears his daughter's voice,
Singing in the village choir,
And it makes his heart rejoice.
It sounds to him like her mother's voice,
Singing in Paradise!
He needs must think of her once more,
How in the grave she lies;
And with his hard, rough hand he wipes
A tear out of his eyes.
Toiling,—rejoicing,—sorrowing,
Onward through life he goes;
Each morning sees some task begin,
Each evening sees it close
Something attempted, something done,
Has earned a night's repose.
Thanks, thanks to thee, my worthy friend,
For the lesson thou hast taught!
Thus at the flaming forge of life
Our fortunes must be wrought;
Thus on its sounding anvil shaped
Each burning deed and thought.
THE SILVER ON THE HEARTH
Afghanistan
There was once a poor farmer who found it a great struggle to
get ahead in the world.
Though he worked very hard and lived carefully, it was
impossible for him to save money year after year. After an entire
lifetime of labor he was no better off, it seemed, than he had
been on the day he was born.
One morning he seized on the notion that if ever he was to own
anything at all in this hard world, it would have to simply appear
before him. He wished and wished that one morning he would wake up and discover riches
aplenty heaped upon his own hearth. The riches must appear on his own hearth, he knew, so
that he would have no doubt they were intended for him.
He thought of this as he went about his daily tasks in the fields.
It happened one day while he was working that some brambles in the field caught and tore his
clothes. So that this wouldn't happen again, the man dug a little around the roots and pulled the
brambles out of the ground. As he did so, he uncovered the top of a large earthen jar. In great
excitement, he dug a little more and then removed the lid of the jar. He found that the jar was
filled to the brim with silver coins. At first he was delighted, but after a few minutes of thought he
said, "Oh, I wished for riches upon my own hearth, but instead I have found this money out here
in the open fields. Therefore I shall not take it. For if it were intended for me it would surely have
appeared on my own hearth, as I wished."
So the man left the treasure where he had found it and went home. When he arrived, he told his
wife about his discovery. The woman was angry at her husband's foolishness in leaving the
riches in the field. When her husband lay down to sleep, she went out to the house of a
neighbor and told him all about it, saying, "My stupid husband found a hoard of money in the
fields, but the blockhead refuses to bring it home. Go and get it for yourself, and share with me."
The neighbor was very pleased with the suggestion, and he went out to find the treasure where
the woman had described it. There, where the bramble bush
had been uprooted, indeed was an earthen jar. He took it
from the ground and opened it. But when he lifted the lid he
saw not silver coins, but a jarful of poisonous snakes.
Into the neighbor's mind rushed the thought, "Ah, that woman must be my enemy! She hoped I
would put my hand in the jar to be bitten and poisoned!"
So he replaced the lid and carried the jar back home with him, just as he had found it. When
night came he went to the house of the poor farmer, climbed on the roof, and emptied the jar of
poisonous snakes down the chimney.
When dawn came, the poor farmer who had first discovered the jar got up to start the day. As
the morning rays of the sun fell upon the hearth, his eyes opened wide. For the hearth was
covered with silver coins. His heart swelled with gratitude. He said, "Oh! Finally I can accept
these riches, knowing that they are surely intended for me as they have appeared upon my own
hearth, as I wished!"
Now read the following multiple-choice questions. Decide which answer is the best to
each question. Base your answers on The Village Blacksmith, and the story The Silver
On The Hearth.
17. Read these lines from the poem.
The smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are strong as iron bands.
Which literary device does the author use in the lines above?
A. simile, comparing his muscles to iron bands
B. metaphor, comparing his hands to iron bands
C. hyperbole, exaggerating the strength of the man
D. personification, giving human qualities to his muscles
18. Read these lines from the poem.
His hair is crisp, and black, and long,
His face is like the tan;
His brow is wet with honest sweat,
He earns whate’er her can
Which literary device does the author use in the lines above?
F. simile, comparing his hair to a tan
G. hyperbole, exaggerating how much he earns
H. onomatopoeia, to express how crisp his hair is
I. personification, giving his sweat a human quality
19. Based on the information in the poem, which is the most accurate statement regarding the
man?
A. He misses his wife, and feels that he shouldn’t have to work so hard.
B. He is very upset that he doesn’t have any days off, and wants a break.
C. He understands that he has responsibilities to his family, work, and the church.
D. He wants help from others, and that is why he leaves the door open during the day.
20. Read the following sentence from the story.
One morning he seized on the notion that if ever he was to own anything at all in
this hard world, it would have to simply appear before him.
What does the word notion mean as used in the sentence above?
F. desire
G. disbelief
H. misconception
I. understanding
21. How did the man in the story react the first time he found the jar?
A. He was angry that he didn’t find it sooner.
B. He was confused as to where the jar came from.
C. He was excited to know that he now was wealthy.
D. He was disappointed, as it wasn’t found at his home.
22. Which phrase best describes the neighbor?
F. helpful, but sneaky
G. jealous and impatient
H. honest and considerate
I. affectionate and envious
23. How does the author organize the events in the story?
A. The author uses cause and effect to arrange the events in the story.
B. The author uses questions and answers to relate the events in the story.
C. The author uses chronological order to introduce events as they occurred.
D. The author uses description to weave past and present events into the story.
24. What was the author’s purpose in writing this story?
F. to inform readers how to look for hidden money
G. to teach the reader a lesson about being honest
H. to amuse the reader with a funny story about marriage
I. to persuade the reader to go hunting for money in fields
25. What can you infer about the jar found in the story?
A. The money was actually for the wife, not the farmer.
B. The money was not for the farmer, and that is why he didn’t take it.
C. The money was only for the farmer, since he had worked so diligently.
D. The neighbor deserved the money, and he should have been able to keep it.
26. How are the two men different in the poem and the story?
F. The man in the story feels that wealth should come to him, while the man in the poem
understands he has to work for it.
G. The man in the story feels that he has never had enough to live on, but the man in
the poem feels he deserves more from his job.
H. The man in the story feels that people should donate money to him, while the man in
the poem wants the money from his wife’s inheritance.
I. The man in the story understands that he must work hard to earn his wealth, while the
man in the poem feels that the church should provide for him.