Bread and Roses Study Guide

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                                               Study Guide
                         Bread and Roses, Too By: Katherine Paterson AND Pronouns
Test Composition:
    Vocabulary/Comprehension- 80 points
         o Multiple Choice
         o Matching (Vocabulary)
         o True/False
         o Short Answer
    Grammar (Pronouns)- 20 points
         o Multiple Choice

Vocabulary:
Know the following vocabulary terms: glowering, rabble-rousers, reckon, hastily, pandemonium, brute,
tenements, hightail, jovial, militia, boisterous, impiety, solidarity, ricocheted, prominent, scant, wheedle,
envelop, stupor, riveted

Comprehension:
Bread and Roses, Too Content
   1.   Identify the main characters in the novel.
   2.  List at least three character traits for each of the main characters.
   3.  What was Katherine Paterson’s purpose for writing Bread and Roses, Too?
   4.  List at least two themes from the novel.
   5.  What is the primary conflict in Bread and Roses, Too?
   6.  Describe how Jake and Rosa’s relationship changes throughout the novel. What causes the changes?
       How do they rely on each other?
   7. Identify the basic plot line of Bread and Roses, Too. (Exposition, Rising Action/Conflict, Climax,
       Falling Action, Resolution)
   8. Paterson includes many examples of prejudices and stereotypes in the novel. Give at least one example
       of a prejudice or stereotype, and explain why you think she included it.
   9. This story is told from different perspectives, or points of view. Give some examples of how different
       characters view the same individual, such as Billy Wood, or an event, such as the strike. What explains
       these different perspectives?
   10. In the story, Rosa often wonders whether she is cowardly or brave. What do you think? Give examples
       of fear and bravery from the book.

Other Reading Strategies and Literary Elements
   1.   Be able to identify examples of each of the following literary elements:
           a. Simile- comparison using “like” or “as”
           b. Metaphor- comparison without using “like” or “as”
           c. Mood- feeling or atmosphere created by the author through the text
           d. Point of View- the perspective from which a story is told

  2. Be able to identify the following comprehension strategies:
          a. Cause and Effect
          b. Theme/Main Idea
          c. Making Predictions
          d. Making Connections
          e. Summarizing and Making Generalizations
Additional Comprehension Practice:
       Visit the following websites for practice using the above comprehension strategies:
           o http://www.mrnussbaum.com/readingpassageindex.htm (Scroll down on the page to find
                “Reading Comprehension Passages.” Then choose a subject area that interests you in the 5th
                grade and up column. Read the passage, complete the questions, and check your answers.)
           o http://www.pearsonlongman.com/ae/marketing/sfesl/tests/grade6.html


Pronouns:
Personal Pronouns:
     TB p. 361 – 364
     WB p. 105 – 108
     Notes in Copybook
Extra Practice:
Directions: In the blank space, use a personal pronoun in place of the italicized antecedent. Identify if each
personal pronoun is a subject pronoun or object pronoun.

   1.   When Jason got to the park, _________________ fed the pigeons.

   2.   Diana and Carlos need sunscreen if ____________________ will be outdoors.


   3. Rosemary got bitten by an ant and then squashed ______________________.


   4. Uncle Elroy, do __________________ know how to fly an airplane?


   5. Before Hannah dove in, __________________ tested the water’s temperature.

Pronouns and Antecedents:
    TB p. 365 – 366
    WB p. 109 – 110
    Notes in Copybook
Extra Practice:
Directions: Underline each pronoun. Then draw an arrow from the pronoun to its antecedent.

   1.   Kathy accidentally broke her arm during spring break.


   2. Unfortunately, Ted’s favorite lamp has a crack in its base.


   3. Ms. Pulaski lost the keys but later found them.


   4. Eagerly, Jamal wrote down his ideas for earning money.


   5. The turtles found themselves a warm rock in the sun.
Possessive Pronouns:
       TB p. 367 – 368
       WB p. 111 – 112
       Notes in Copybook

Extra Practice:

Directions: Underline the choice that completes the sentence correctly.

   1.   (It’s, Its) not my fault!

   2.   This treasure chest is (our’s, ours).

   3. The trees are losing (they’re, their) leaves.


   4. I’m sorry that (you’re, your) upset.


   5. That empty desk is (her’s, hers)


   6. (They’re, Their) late again.


   7. (Let’s, Lets) be friends.


   8. I like (you’re, your) haircut.


   9. Is the tennis racquet Dave’s or (our’s, ours)?


   10. The cat licked (it’s, its) whiskers.




Indefinite Pronouns:
     TB p. 369 – 370
     WB p. 113 – 114
     Notes in Copybook
Extra Practice:
Directions: Decide if the indefinite pronoun is singular or plural. Then underline the verb that completes each
sentence correctly.

   1.   Each (see, sees) the value of the course.

   2. Many (has, have) answered the invitation for Friday evening.


   3. A few (is, are) not coming at all.


   4. Everybody (has, have) gone to the movies.


   5. Several (indicate, indicates) that they will be late.



Additional Pronoun Review:
   TB p. 372 – 376
   WB p. 115 (Unit 4 Review ALL); WB p. 116 – 118 (Exercises 2 and 4)
   The following websites also provide extra practice and information:
          o http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/pronouns_add1.htm
          o http://www.teachervision.fen.com/tv/printables/TCR/LaughLearnGrammar_21-22_key.pdf
          o http://school.discoveryeducation.com/quizzes7/nikieg/IndefinitePronouns.html
          o http://school.discoveryeducation.com/quizzes29/jennywebster/pronouncase.html
          o http://www.englisch-hilfen.de/en/exercises/pronouns/personal_pronouns.htm
          o http://slms.leesummit.k12.mo.us/egriffin/pronoun%20games.htm

				
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