Bread and Roses_ Too Study Guide- Answers by xiangpeng


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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

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

Bread and Roses, Too Content
   1.    Identify the main characters in the novel.
             Jake and Rosa
   2.   List at least three character traits for each of the main characters.
             Jake- brave, sneaky, desperate, independent, street-smart, dishonest, uneducated, greedy,
                 stubborn, rude, scared, immature, lonely, bold
             Rosa- smart, determined, helpful, self-confident, sensitive, generous, serious, self-centered,
                 clever, educated, religious, pious, stubborn, passionate, goal-oriented, leader, persuasive, noble,
                 cunning, snotty, sassy
   3.   What was Katherine Paterson’s purpose for writing Bread and Roses, Too?
             Entertain
   4.   List at least two themes from the novel.
             Never give up.
                     o The strikers would not give up until their demands were met.
                     o Jake did not give up his dream of getting to NYC.
             Don’t run away from your fears.
             Right always prevails.
             Someone is always there to help you if you ask.
             Treat all people equally.
             Honesty is the best policy./The truth always comes out in the end.
   5.   What is the primary conflict in Bread and Roses, Too?
             That the workers in Lawrence, Massachusetts went on strike.
   6.   Describe how Jake and Rosa’s relationship changes throughout the novel. What causes the changes?
        How do they rely on each other?
             In the beginning of the novel they didn’t know each other and didn’t like each other very much.
                 As the novel progresses and Jake and Rosa face many obstacles together, they develop a close
             Jake provides companionship and comfort for Rosa; Rosa protects Jake by lying for him.
   7.   Identify the basic plot line of Bread and Roses, Too. (Exposition, Rising Action/Conflict, Climax,
        Falling Action, Resolution)
              Exposition- introducing the strike in Lawrence, Massachusetts in 1912; Jake and Rosa meet for
               the first time in the alley behind Rosa’s tenement.
            Rising Action/Conflict- The workers in Lawrence go on strike, which causes problems for Jake,
               Rosa, and the other children in Lawrence. Jake and Rosa are sent to Barre to be taken care during
               the strike. They meet Mr. and Mrs. Gerbatis who take them in, giving them food and clothes.
            Climax- The workers win the strike and vote to return to work.
            Falling Action- Rosa, Jake and the other children will be sent back to Lawrence and reunited
               with their families. Mr. and Mrs. Gerbati know about Jake’s lies and promise to help him find a
            Resolution- Rosa goes home to Mamma, Anna, and Ricci; Jake gets to stay with the Gerbatis in
   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.
            Immigrants are incapable of doing their jobs, uneducated, and less deserving.
            Irish people are superior to immigrants
            Italians are obnoxious and great cooks.
   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?
            Billy Wood; Mamma and the strikers view him as an evil, greedy, selfish man. Miss Finch and
               other Irish people in the community view him as good, fair, kind, and a prominent member of the
   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 (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.)

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:

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