Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Smarty Pants Challenge - Narrative_Resp

VIEWS: 7 PAGES: 11

									Smarty Pants Challenge                                                                                         Test Review   1


   SMARTY PANTS CHALLENGE
Game rules:
You will work in groups of 3 or 4 to complete the review game for the upcoming California Standards
Test (CST). Each group has a chance to win points throughout the review and quizzes:
        You team gets 2 points each day that EVERYONE in your group has their packet in class.
               *(you must print off the packet pages from www.pearyms.org website – under my name)
        Your team gets 1 point for each practice question answered correctly in group review sessions.
        Your team gets 2 points for each test question answered correctly on individual review tests.
Weekly winners (the team with the most points at the end of each week) will receive a king-size candy
or large chip bag of their choice to eat in class on Friday, as well as 5 extra credit points for their grade.

Overview of the units:
There are four units in the English curriculum tested on the CST:
        Narrative – the study and analysis of narrative stories and their elements.
        Expository – the study and analysis of research based informational texts and their elements.
        Response to Literature – the written analysis of narrative texts.
        Persuasive – the study and analysis of persuasive / convincing texts and their elements.
        *Each unit has grammar standards and writing strategies included within them.
These four units combine nicely into two main categories:
        1. The study of texts which entertain us (narrative and response to literature)
        2. The study of texts which inform us (expository and persuasive)
For this reason, the ―Smarty Pants Challenge‖ will focus each week studying the standards of one of
these two categories, and spend the third final week focusing on the remaining grammar standards.

General calendar:
Look ahead to see when tests are coming up! Feel free to keep a running total of your points each day in the boxes below.
                     Monday               Tuesday             Wednesday              Thursday               Friday
Week 1:         Introduce Smarty      Group Review         Group Review         Narrative /          Review scores and
Narrative /     Pants Challenge and                                             Response to          standards of
Response to     packets                                                         Literature Review    Thursday’s test
Literature                                                                      TEST (individual)

Week 2:         Group Review          Group Review         Group Review         Expository /         Review scores and
Expository /                                                                    Persuasive Review    standards of
Persuasive                                                                      TEST (individual)    Thursday’s test



Week 3:         Group Review          Group Review         Grammar Review       Review scores and    Final Review
Grammar                                                    TEST (individual)    standards of         Game!
                                                                                Wednesday’s test.




Week 4: CST                                  CALIFORNIA STANDARDS TEST (CST)!

Homework: Review concepts studied that day in class, practice flashcards of the unit, prepare for the weekly test.
 Smarty Pants Challenge                                                                                          Test Review   2
                               Narrative and Response to Literature Units:
Overview of Concepts:
 Narrative: The narrative unit focuses on understanding and analyzing the structure and elements of narrative stories.
 Response to Literature: The response to literature unit focuses on students using their knowledge of narrative standards to
 write their own responses to literature.

 There are 8 main standards covered in this packet from these two units.
 Each standard has a brief explanation of terms as well as some practice problems. Several of the practice problems refer to
 the two fables below.

          Pebbles
                   A crow, half-dead with thirst, came upon a pitcher which had once been full of water; but
          when the crow put its beak into the mouth of the pitcher he found that only very little water was
          left in it, and that he could not reach far enough down to get at it. He tried, and he tried, but at
          last he had to give up. Then a thought came to him, and he took a pebble and dropped it into the
          pitcher. Then he took another pebble and dropped it into the pitcher. Then he took another pebble
          and dropped that into the pitcher. Then he took another pebble and dropped that into the pitcher.
          Then he took another pebble and dropped that into the pitcher. Then he took another pebble and
          dropped that into the pitcher. At last, at last, he saw the water rise up near him, and after casting
          in a few more pebbles he was able to quench his thirst (get a drink) and save his life.


          The Tortoise and the Hare
                   A hare (rabbit) was once bragging about his speed to the other animals. "I have never
          been beaten," said he, "when I run at my full speed. I challenge any one here to race with me."
                   A tortoise (turtle) said quietly, "I accept your challenge."
                   "That is a good joke," said the hare; "I could dance around you all the way."
                   "Keep your boasting (bragging) till you've beaten," answered the tortoise. "Shall we
          race?"
                   They decided on a route and lined up at the start. The hare darted almost out of sight at
          once, but soon stopped and lay down to have a nap. The tortoise kept on and kept on, and when
          the hare awoke from his nap, he saw the tortoise just near the winning-post and could not run up
          in time to save the race. The other animals were cheering, as the hare sprinted in after the
          tortoise. The tortoise had won the race. This made the hare realize that he couldn’t win if he was
          lazy and didn’t try his best.
 Smarty Pants Challenge                                                                                                        Test Review    3
Standards Practice:
 WS1.3 Identify all parts of speech and types and structure of sentences. 4
 There are eight major parts of speech:
   Nouns name a person, place, thing, or idea.
           Examples of nouns include girl (person), school (place), book (thing), peace (idea).
           Proper nouns are nouns that name a specific person, place, thing, or idea. Proper nouns are always capitalized.          The dog
           jumped over the fence.
   Pronouns are words that replace nouns.
           Antecedents are the nouns that were replaced. Examples of pronouns include I, me, you, he, she, they, them, we, us.
                      He is not going out with her.
   Adjectives are words that describe a noun.
           Adjectives describe which or what kind of noun. Examples of adjectives include small, big, smelly, happy, polka
           dotted, smart.
                      The smart students study for their big test.
   Verbs are words that describe what the subject does (action verb) or links the subject to information about it
           (linking verbs). Examples of action verbs are jump, ski, eat, choose, doubt, think, like. Examples of linking verbs are is, was,
           has, will be, might, should, could, and am. There is sometimes more than one verb working together in a sentence: I will go.
           She has thought.
                      We have eaten sixteen doughnuts and now we are stuffed!
   Adverbs are words that describe a verb.
           Adverbs describe how the action verb was done. Adverbs often end in the suffix ―ly.‖ Examples of adverbs include quickly,
           thoughtfully, easily, carefully.
                      I accidentally knocked over the glass jar, so I carefully picked up the pieces.
   Prepositions are words that describe the relationship or direction in space.
           Prepositions can be thought of as any way a string can interact with a box. For example, the string could go through the box,
           over the box, in the box, etc. Examples of prepositions are under, in, through, around, between, inside.
                      Please walk across the room and turn the work into the inbox.
   Conjunctions are words that link phrases in a sentence.
           Examples of conjunctions are and, or, but, although, however, after, since, because.
                      I wanted to eat a hot dog or a hamburger, but my sister does not eat meat so we ate salads.
   Interjections are words that express a strong feeling or sudden emotion.
           Examples of interjections are ouch, wow, ahah, huh, yikes, hey, and yay.

 There are two main types of phrases (clauses):
   Independent clauses are phrases that can be a sentence by themselves.
           I went to the mall.           I do not like shopping.
   Dependent clauses are phrases that cannot be a sentence by themselves.
           with Karen.                   on Thursday.
   Simple sentences have just one main phrase or clause.
           I went to the mall.
   Compound sentences have two or more independent clauses.
           I went to the mall even though I do not like shopping.
   Complex sentences have one independent clause and one or more dependent clauses.
           I went to the mall with Karen on Thursday.

 WS 1.3 Practice:
 Directions: Decide if the underlined word is a preposition,                Directions: Identify which type of sentence structure each
 conjunction, or interjection. Circle the correct answer.                   sentence is. Circle your answer.
      1. Wow! That Snickers bar is gigantic!                                     4. Trisha’s favorite vegetable is spinach.
                a. preposition                                                              a. Simple sentence
                b. conjunction                                                              b. Compound sentence
                c. interjection                                                             c. Complex sentence
      2. Those birds are singing and pooping at the same time.                   5. The tornado struck at 9:10 this morning, and the roof
                a. preposition                                                        flew off.
                b. conjunction                                                              a. Simple sentence
                c. interjection                                                             b. Compound sentence
      3. Spencer will slide the key underneath the door.                                    c. Complex sentence
                a. preposition                                                   6. My pet cat, Xena, is overweight because she always
                b. conjunction                                                        eats too much.
                c. interjection                                                             a. Simple sentence
                                                                                            b. Compound sentence
                                                                                            c. Complex sentence

 Directions: Underline the nouns, circle the verbs, box the adjectives, and cross out the adverbs in the following sentence:
           7. The practice problems will be silently read and quickly completed by the intelligent students.
     Smarty Pants Challenge                                                                                                        Test Review   4
     V1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary. 3
     A root is the part of the word that carries most of a word’s meaning.
              vita means life (vital)
              soci means companion (society, social)
              graph means to write or draw (graphic, biography)
              photo means light (photography, photosynthesis)
     Affixes are prefixes and suffixes.
        A prefix is added to the beginning of a word:        disrespect, semicircle, predict.
              re means again (redo, rerun, reread)
              pre means before (predict, preview)
              un, ir, in, mis means not (unhappy, irrelevant, ineffective, misunderstand)
        A suffix is added to the end of a word: sadness, artist, deepen.
              er, or, ist is someone who or something that (dancer, teacher, doctor, artist, guitarist)
              ize means make (apologize, recognize)
              ic forms adjectives that mean like (poetic, artistic)
     Common roots are:
              Greek origin: aqua = water (aquarium), bene = good (benefit), geo = earth (geology), ology = study of (biology)
              Latin origin:       agri = ground, land (agriculture), di / bi = two (division, binoculars)

     V1.2 Practice:
     1. What is a root?                                                              b. make the child eat a lot of food
         a. the center of the word                                                   c. ignore the child
         b. the part of a word that carries the word’s meaning
         c. a word from Greek or Latin                                          4. How do you feel when you are revitalized if ―vit‖
                                                                                means life and ―re-― means again?
     2. What are the two types of affixes found in words?                           a. exhausted
         a. roots and origins                                                       b. full of life again
         b. prefixes and postixes                                                   c. overwhelmed
         c. prefixes and suffixes
                                                                                5. What are the postwar years?
     3. If ―soc‖ means companion, what does it mean to                              a. the years during the war
     socialize a child?                                                             b. the years before the war
          a. help the child live in a friendly way with others                      c. the years after the war


     LR3.3 Analyze characterization as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description;
     and the thoughts, words, and actions of other characters. 3
     A character trait is a quality found in a given character. These qualities must be true of the character’s personality – not just
     what they look like or are doing at one time. You can figure out the character’s traits through their own words, actions,
     thoughts; or the words, actions, and thoughts of other characters.

     LR3.3 Practice:
     Compare the character traits of the following two characters by filling in the circles:

     Ms. Zazove                                        Both                                               Dr. Garrett




1.     What are 2 ways the reader can learn about a character?
               1.
               2.
2.     Write a simple assertion (in a complete sentence) of a character trait for the crow in ―Pebbles.‖


3.     Give 1 detail from the text and explanation to support the character trait you found for the crow in ―Pebbles.‖
Smarty Pants Challenge                                                                                                         Test Review     5

LR3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future
action(s). 2
The plot of a story develops around a conflict, or problem. The events build toward the climax, or turning point of the story.
The events then bring a resolution, or conclusion, of the conflict.

A plot diagram shows the following structure of a story:




LR 3.2 Practice:
1. What is the exciting and important part of the plot that                 3. Is the crow’s conflict in the fable, ―Pebbles‖ ever resolved?
all the beginning events build up to?                                                  a. no, the crow is still thirsty
          a. the exposition                                                            b. no, the crow is able to drink water.
          b. the falling action                                                        c. yes, the crow is still thirsty.
                                                                                       d. yes, the crow is able to drink water.
        c. the climax
                                                                            4. What is one event that foreshadowed (gave us a warning of)
        d. the resolution
                                                                            the hare losing the race in the story, ―The Tortoise and the
2. How does the rising action help the story move along?
                                                                            Hare?‖
        a. it adds suspense to the story
                                                                                       a. the tortoise was a turtle.
        b. it introduces the characters
                                                                                       b. the hare took a nap.
        c. it explains how the story will end
                                                                                       c. the tortoise thought he could win.
        d. it does not really add to the story at all.
                                                                                       d. the hare thought he was the fastest animal of all.



LR3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). 2
A theme is a lesson or message the author is trying to teach the reader throughout the story. Usually the theme is not stated in
the story and the reader has to use clues from the events and characters to figure out what the message is. When the theme
occurs over and over in different stories, it is called a recurring theme. ―Good will win over evil” is a recurring theme.
There are four rules of themes:
          1. A theme must be a statement (a complete sentence). It cannot be one word, a phrase, or a question.
          2. A theme must be general (it must apply to everyone). It cannot have character names in it!
          3. A theme is almost never written out in the text. You have to figure it out based on what the character went
              through or learned.
          4. A theme must be debatable (able to be argued). It cannot be a fact, it must have some opinion in it.

LR 3.4 Practice:
1. What is the definition of a theme?                                       3. Which of the following is true about themes?
    A) a topic of a story                                                       A) They apply to life in general
    B) a lesson about life that the author is                                   B) They do NOT have character names in
         trying to teach the reader                                                them.
    C) the events of a plot                                                     C) They are more than one word.
    D) I have no idea what theme is.                                            D) All of the above.
2. What is the definition of a recurring theme?                             4. Which of the following is a possible theme of a story?
    A) a topic of many stories.                                                 A) Hard work will pay off in the end.
    B) a theme that is found in multiple places or                              B) Friendship
         stories.                                                               C) Antonio and Felix are good friends.
    C) a theme that is about love.                                              D) Bone Black
    D) the same definition as theme.
Smarty Pants Challenge                                                                                                          Test Review    6

V1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.     3
An analogy is a comparison between two unlike things. There are two common types of analogies used in literature:
  A simile is a comparison using ―like‖ or ―as.‖
        The mean old lady look like a scary witch.           I am as hungry as a horse!
  A metaphor is a comparison that does not use ―like‖ or ―as.‖
        The mean old lady was a scary witch.                 I am a hungry horse!

Idioms are phrases that have both a literal and a figurative meaning.
   It is raining cats and dogs outside!
           Literal meaning: There are animals falling from the sky.              Figurative meaning: It is raining really hard outside.


V1.1 Practice:
  1) Write the number of the definition of each term on the line provided:
       _______ a) idiom                      1) a comparison using the term like or as
          _______ b) analogy                       2) a comparison that doesn’t use the term like or as
          _______ c) metaphor                      3) a phrase with a figurative and a literal meaning
          _______ d) simile                        4) a comparison based on similarities

  2) ―I didn’t want to feel like a caged bird‖ is an                           3) The phrase ―he was a cry baby” means that the
        example of-                                                                 boy –
          a.    A metaphor                                                            a.      Cried often
          b.    A simile                                                              b.      Looked very young
          c.    An idiom                                                              c.      Didn’t like babies
          d.    An analogy                                                            d.      Could help upset babies

LR3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain
how they affect the overall theme of the work. 3
There are several points of view that an author can choose to write from.
First person point of view is told from the perspective of a character in the story:
         I walked down the hall to class. Maria was walking toward me. She looked mad.
Third person limited is told from the perspective of an outside observer who is watching the story.
         Karl walked down the hall to class. Maria was walking toward him. She looked mad.
Third person omniscient is told from the perspective of an outside observer who knows what all the characters are thinking.
         Karl walked down the hall to class. Maria was walking toward him. She was mad because she knew he had copied
         her homework.
Subjective point of view is a perspective that includes the narrator’s opinion.
         Karl finished his test in five minutes.
Objective point of view is a perspective that only gives information about what is observed (not the narrator’s opinion).
         Karl finished his test in five minutes. He was not trying very hard to do his best.

LR 3.5 Practice:
1. Match the point of view on the left with its definition on the right.
  _______ 1st person:                                        a. told from an outside observer’s point of view as they see it.
               rd
  _______ 3 person limited:                                  b. told from a character’s point of view in the story. Uses ―I.‖
               rd
  _______ 3 person omniscient:                               c. told from an outside observer’s point of view who knows what the
                                                                 characters are thinking.
2. Both of the fables, ―Pebbles‖ and ―The Tortoise and the Hare‖ are written in which point of view?
        a. 1st person
        b. 3rd person limited
                  c. 3rd person omnicient
Smarty Pants Challenge                                                                                 Test Review   7
      Texts for Narrative/Response to Literature Review Test
Directions: Read the following passage, then answer the questions that follow.


                                                Phaëthon Gets His Wish
1     Phaëthon stood impatiently at the heavy gilded doors. He ordered the guards, Month and Year, to let him
approach his father’s throne. As the doors creaked open, the sun’s rays almost blinded him. Phaëthon shielded his
eyes and groped his way toward Apollo’s throne. ―Come here, my son. Follow my voice,‖ Apollo’s voice echoed.
―What is so urgent that you have my guards scrambling to do your bidding?‖
2      ―Father, I have a problem. All of my friends have been teasing me. They don’t believe that you’re my father
or that you make the sun rise and set,‖ complained Phaëthon.
3     Apollo replied, ―Oh—that problem again? Well, just to prove it to your friends once and for all, I will grant
you any wish you desire.‖
4      ―Really? Then I have only one wish,‖ answered Phaëthon. ―I’d like to drive your chariot and make the sun
rise tomorrow morning!‖
5     Apollo was horrified. ―No—not that! No one but me can drive the chariot. The horses are too powerful!‖
6      ―You said I could have anything,‖ whined Phaëthon.
7     Bound by his promise, Apollo had to grant Phaëthon his wish. His heart was sick with worry as he ordered
Dawn to hitch the horses, Hour and Day, to the Golden Chariot. Phaëthon could hardly wait to jump in the
driver’s seat and grab the reins. He hoped all his friends were watching the sky and anticipating his sojourn
through the stars.
8     ―Wait, my son! There are things you need to know!‖ cried Apollo.
9      ―Oh, Father! You worry too much. I’ve often seen you drive. I know what to do,‖ Phaëthon answered.
10    Apollo hurried to give directions. ―You have never driven my chariot before. You must make the horses
stay on the path. If you are too low, you will scorch the earth.‖
11    ―I know, Father. Now watch me take off!‖ shouted Phaëthon.
12    Dawn stepped back and released her grip on the horses’ bridles. The horses pawed the ground and snorted
with excitement. The sky begged for Dawn’s light, so she ran toward the horizon in her glowing gown to make
the darkness fade. As Phaëthon was about to ascend, Apollo grabbed his arm and said, ―Please listen to me! If you
go too high, you will warm the cold depths of the heavens, and the Bear or Snake or Scorpion will come alive!‖
13    Phaëthon just laughed. ―My friends are waiting. I’ve got to go!‖ he shouted.
14    With that, the chariot was off. It was a wild ride. Hour and Day were unruly and difficult to control.
Phaëthon did not have his father’s strong arms or years of experience. The horses wove from side to side and
bobbed up and down through the heavens, hitting everything in their way. The sun bounced along behind the
chariot like a basketball. It grazed the stars and skidded along mountaintops, leaving charred remains behind.
Phaëthon’s friends ran for cover as they watched the spectacle. Just as his father had warned him, the figures in
the sky began to move. Suddenly the Scorpion lunged toward him, but Phaëthon ducked out of the way in time.
The Snake lashed out and bit a wheel off the chariot.
15     Apollo, witnessing the destruction, dashed up toward the heavens, but he was too late! The Bear had stirred
from his icy hibernation and grabbed Phaëthon before his father could reach him. Apollo grabbed the reins and
finally regained control of Hour and Day, but it was years before the earth’s mountaintops were white with snow
again. The scorched areas became deserts where very little would grow. Phaëthon became a part of the
Smarty Pants Challenge                                                                      Test Review   8
constellations alongside the Bear, where his father could regretfully keep an eye on him.
Smarty Pants Challenge                                                 Test Review   9




                              The Twins by Henry S. Leigh
                              In form and feature, face and limb,
                              I grew so like my brother,
                              That folks got taking me for him,
                              And each for one another.
                         5     It puzzled all our kith and kin,
                              It reached an awful pitch;
                              For one of us was born a twin,
                              Yet not a soul knew which.

                              One day (to make the matter worse),
                         10    Before our names were fixed,
                              As we were being washed by nurse
                              We got completely mixed,
                              And thus, you see, by Fate’s decree,
                              (Or rather nurse’s whim),
                         15    My brother John got christened me
                              And I got christened him.

                              This fatal likeness even dogged
                              My footsteps when at school,
                              And I was always getting flogged,
                         20    For John turned out a fool.
                              I put this question hopelessly
                              To everyone I know—
                                 What would you do, if you were me,
                              To prove that you were you?

                         25    Our close resemblance turned the tide
                              Of my domestic life;
                              For somehow my intended bride
                              Became my brother’s wife.
                              In short, year after year the same
                         30    Absurd mistakes went on;
                              And when I died—the neighbors came
                              And buried brother John!
Smarty Pants Challenge                                                       Test Review 10



             nouns                    root                recurring theme



  pronouns and antecedents           prefix                 point of view



           adjectives                 suffix           1st person point of view



             verbs                 active voice          3rd person limited



            adverbs             characterization       3rd person omniscient



         conjunctions                 plot             objective vs subjective
                                                           point of view

         interjections             exposition                  foreshadow



         prepositions             rising action         aqua              bene



      independent clause             climax             geo              ology



       dependent clause           falling action        agri             di, bi



       simple sentences      resolution (denouement)    mal           un, ir, il, in



     compound sentences              conflict           spec             socio



      complex sentences              theme             graph                vit
Smarty Pants Challenge                                                                                Test Review 11

                                                                           A lesson or message about life that
  A person, place, thing, or idea     The part of the word that carries    is found in more than one literary
                                            most of its meaning.                         work.

 Pronouns =words that replace         An affix (meaning) added to the
 nouns (she). Antecedents =the        beginning of a word (pre-, un-).      The perspective from which the
 noun that was replaced (girl).                                                      story is told.

                                     An affix (maning) added to the end
Words that describe a noun (big,        of a word (-ed, -ist, -ology)      The narrator is a character in the
             pink)                                                                 story (I, me, us)

Words that describe action (jump)                                              The narrator is an outside
or link the subject to information   A sentence written with the subject    observer watching the story (he,
    about the subject (is, am)              before the predicate.                      she, they)

                                                                              The narrator is an outside
   Words that describe a verb           The study and analysis of a         observer who knows what each
      (quickly, carefully)                  character’s traits.                 character is thinking.

                                                                           Objective = just what can be seen.
Words that link phrases (and, but,   The structure of a narrative story     Subjective = add in narrator’s
         or, although)                   (it looks like a mountain)                     opinion.

                                      The introduction of a narrative
 Words that describe a strong or      (introduces the characters and        To give a hint or prediction of a
    sudden emtion (ouch!)                   setting of the plot).                     future event.

     Words that describe the         The building action of a narrative     A Greek root       A Greek root
relationship or direction in space       (builds up to the climax).           meaning            meaning
        (in, on, between)                                                     “water”            “good”

                                     The main action or turning point       A Greek root      A Greek suffix
A phrase that can stand alone as a   of a narrative (on top of the plot       meaning         meaning “the
       complete sentence.                       mountain).                    “earth”           study of”

                                     The decreasing action of the plot       A Latin root     Latin prefixes
A phrase that cannot stand alone       as it is wrapped up after the          meaning           meaning
    as a complete sentence.                       climax.                      “land”        “separate, two”

                                      The conclusion of the narrative,        A prefix        Prefixes meaning
     A sentence with just one           how the conflict is or is not         meaning          “not, without,
       independent clause.                       resolved.                    “wrong”             against”

                                                                                              A root meaning
   A sentence with two or more       The problem or issue in the story     A root meaning         “friend,
       independent clauses.               that must be resolved.             “eye, see”        companion”

 A sentence with one independent                                           A root meaning
clause and two or more dependent     A lesson or message the author is      “to write or      A root meaning
             clauses.                    trying to teach the reader.           draw”              “life”

								
To top