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Winter Break Packet

Reading/Language Arts

concepts and skills. The questions at the end of the passages are correlated to specific
Sunshine State Standards benchmarks. The activities are differentiated by grade level
K-1, 2-3, 4-5, 6-8, and 9-12. It is also hoped that these activities will encourage family
interaction over the winter break. Please note that elementary-level activities will
require greater parent/family supervision or assistance. If you are in need of additional
information about the Winter Break Packet, please contact the Reading/Language Arts
Office at 305 995-3120 or 305-995-3122.

Please note that students should also use online activities for reading from Beyond the
Bell found at http://myportal.dadeschools.net/student/. The online activities are
provided as a resource to parents and students.

Language Arts/Reading Grades 9-12 Winter Break Packet 2009-2010

Dr. Solomon C. Stinson, Chair

Perla Tabares Hantman, Vice Chair
Agustin J. Barrera
Renier Diaz de la Portilla
Dr. Lawrence S. Feldman
Dr. Martin Stewart Karp
Ana Rivas Logan
Dr. Marta Pérez

Eboni Finley
Student Advisor

Alberto M. Carvalho
Superintendent of Schools

Milagros R. Fornell
Associate Superintendent
Curriculum and Instruction

Dr. Maria P. de Armas

Assistant Superintendent
Curriculum and Instruction, K-12 Core

Karen Spigler
Administrative Director
Division of Language Arts/Reading
Suggestions for Completing the Senior High School
Winter Break Packet

The Senior High School Winter Break Packet has reading passages followed by
three types of questions: multiple-choice, short-response "Read, Think, and
Explain," and extended-response "Read, Think, and Explain" questions.

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 figurative language chart which asks you to create figurative
language following the example. Share your responses with a parent or

Write a well constructed essay using the prompt provided. Be sure to include
some figurative language in your essay.

Read your essay aloud and make any corrections you think would improve your

How to Answer the "Read, Think, and Explain" Questions

This symbol appears next to questions that require short written

Read answers. Use about 5 minutes to answer each of these questions.
You should try to answer these questions even if you are not sure of
Think the correct answer.
Explain A complete and correct answer to each of these questions is worth 2
points. A partial answer is worth 1 point.

This symbol appears next to questions that require longer written

Read answers. Use about 10 minutes to answer each of these questions.
Think the correct answer.
A complete and correct answer to each of these questions is worth 4
points. A partial answer is worth 1, 2, or 3 points.

Read the question carefully.

If you do not understand the question, go back and review the passage.

Think carefully and organize your thoughts before starting to write your answer.

Write your answer on the lines provided in your Student Test Book.

Remember to include details and information from the passage in your answer.

Use clear, concise language to explain your answer.

Be sure to answer every part of the question.

Reread your answer to make sure it says what you want it to say.

Reading Strategies That Work

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
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.

1 through 11.

by Frances M. Gilbert

The rider gripped the saddle horn with one hand, spurred forward and back, and
worked desperately at staying on the bucking bronco. Through each twist and buck,
the rider managed to remain in the saddle until finally the bell sounded, and the ride
was over.
This could be a scene at any rodeo held throughout the world, except the bronco
rider is a woman, and the year is 1886. More than one hundred years ago, women
were competing in rodeo events such as bronco riding, roping, and steer riding. They
competed against other women and against men ± sometimes winning against the
Today, women athletes have the benefit of Title IX, a law passed by Congress in
1972 that prohibits discrimination against girls and women in federally funded
education, including athletics programs. As a result, girls and women can expect that
any public school or state university athletic program will provide them with
opportunities equal to those provided to male students. Before Title IX opened up high
school and collegiate athletic opportunities to females, there were few professional
female athletes in America.
For example, women were not allowed to participate in the Olympics until 1900,
and then only in tennis and golf. By 1904, the Olympic committee had opened more
events to women. In addition to their participation in tennis and golf, women could now
compete in croquet, ballooning, sailing and equestrian events. Despite having more
events, fewer women were able to participate. In general, women had to overcome the
widely held belief that Olympic and other athletic events were too strenuous for them.

competitors. Rodeo cowgirls were unique in an era that did not support the idea of
female athletes.
Why were cowgirls viewed differently from other female athletes of the time? One
answer lies in the fact that in the nineteenth century and well into the twentieth century,
rodeo cowgirls came exclusively from the West ± that somewhat mystical place where
country with its own customs, and the distance that separated the East and West
provided a buffer for cowgirls from the Eastern idea that athletics were not acceptable
for females.
Another reason for the acceptance of rodeo cowgirls lies in the environment in
which they were raised. Cowgirls grew up on ranches and farms where the skills
necessary to compete in the early rodeos were the same skills required for daily life.
of the family helped out with ranching chores. Riding, roping, and herding cattle were
skills needed by both western girls and boys. Round-ups and community events
naturally included anyone who had the ability to complete ranching tasks. In addition,
many early rodeos were small, local events held at fairs. To ensure enough
competitors, these events included girls and women along with boys and men. By the
time local rodeos gave way to bigger, more professional shows in the late nineteenth
century, the role of rodeo cowgirls had been so firmly established that women made the
transition along with their male counterparts.
majority of women trying to make a living at the time, cowgirls earned less money than
their male counterparts. In her book, Cowgirls of the Rodeo-Pioneer Professional
Athletes, Mary Lou LeCompte conducted interviews and researched rodeo programs,
prize lists, scrapbooks, and archives to compile data on rodeo cowgirls. According to
percent of the prizes men earned for equivalent events. Cowgirls could expect to
receive a sidesaddle or silver lemonade set as a prize for winning a steer riding contest:
not exactly money in the bank. However, the independence that was part of their
western upbringing did provide the cowgirl with a little more opportunity for economic
freedom than her counterparts in the East. At a time when most women were taken
care of by either their fathers or their husbands, cowgirls earned their own money and
made their own way riding in the rodeo. In addition, some women promoted and
operated rodeos.
'XULQJWKH¶VQHDUO\RQH-third of all rodeos included events for women. Two
hundred sixty-five professional female rodeo riders competed from 1920-1936. Rodeo
cowgirls experienced opportunities other female athletes could only dream about. Yet
By 1929 most rodeos had dropped cowgirl bulldogging contests and bronco riding
because of the injuries and deaths of some rodeo cowgirls. Although men were also
injured and killed, they were still allowed to compete, earning good prize money for
these exciting events. Despite the setbacks, cowgirls continued to compete.

Unlike many women looking for work during the Depression of the 1930s, cowgirls were
able to find employment at the big-time rodeos, which thrived despite the economy.
Famous cowgirls could even increase their income through commercial endorsements
for items such as saddles or refrigerators.
During World War II, a number of opportunities opened up for American female
athletes, including rodeo cowgirls. Rodeo promoters, wanting to keep interest in the
sport alive while the men were at war, organized all-girl rodeos. This allowed rodeo
cowgirls to continue to compete, despite a limited number of events and low prize
money. Rodeo sponsors and much of the public considered events such as barrel
racing and racing relays more appropriate competition for cowgirls than bronco riding or
steer riding. Of course, the end of the war meant the end of this boom time for rodeo
cowgirls. With men returning form the war, the popularity of all girl rodeos waned, and
opportunities to compete became fewer and fewer.
In 1948, rodeo cowgirls formed the Girls Rodeo Association (GRA), which later
organization formed and operated by women for the advancement of female athletes.
primary focus was to provide cowgirls with legitimate rodeo events in which they could
participate. The GRA succeeded by sanctioning all-girl rodeos and by working with the
Today, the female bronco rider of 1886 would be able to compete ± with some
differences. Cowgirls today do not compete against cowboys, but they do compete in
many of the same tournaments, which helps to keep the prize money higher. And,
while cowgirls today make significantly more money than their predecessors, they still
earn less than men. Like the rodeo cowgirls of the early days, the majority of women in
the rodeo come from the West, where the skills they need to compete are learned as a
way of life.
Cowgirls, from the early days through the present, have a long, proud history.
Even when times were tough, they persevered in doing what they loved. In her book,
Mary LeCompte writes that Vera McGinnis, an early cowgirl and an inductee to two
the years of hardship, heartache, fun, adventure, a smidgen of fame, and finally a
dimmed once in a while when I was hurt or overworked, but after a rest I always felt I

1 through 11.

1. What is the main difference between the treatment of men and women in
professional rodeo?

(A) Women earn 60 percent to 70 percent more prize money than men.
(B) Women receive more commercial endorsements than men do.
(C) Men are permitted to choose the events first in tournaments.
(D) Men receive more prize money for comparable events.

2. According to the passage, how did daily life in the West prepare boys, as well as
girls, for professional rodeo competition?

(A) Cowgirls could ride and rope just as well as the boys.
(B) Cowgirls participated along with men at the local rodeos.
(C) Families depended on teamwork; both boys and girls needed ranching

(D) Girls and women were able to compete right along with the male

3. According to the passage, why were female athletes from the West treated
differently from female athletes from the East?

(A) Life in the West made women more suitable for strenuous rodeo

(B) Many Eastern women were serious competitors only in the Olympic

(C) Expectations were different for females from each area of the United

(D) Husbands and fathers prohibited Eastern women from competing in


4. Based on the information in the passage, during World War II, which rodeo event
was most appropriate for cowgirls?

(A) barrel racing

(B) bulldogging
(C) steer riding
(D) bronc riding
5. Based on the information in the article, what is the main reason the number of
women in professional rodeo dropped between the years 1947 and 1955?

(A) Many women thought that the life of a cowgirl was exciting.
(B) Rodeo was the only paid professional sport for women.
(C) One third of rodeo events were for women only.
(D) Men were off fighting in World War II.

6. What is the essential message in the article "Rodeo Cowgirls"?

(A) Husbands and fathers did not permit women to compete in rodeo
(B) Women have a long and unique history as professional athletes in
(C) Girls lived on ranches to develop the skills needed for professional
(D) Western women were authorized to compete in rodeos in the Eastern

7. Based on information from the passage, what is the main reason that the number
of women in professional rodeo dropped between the years 1947 to 1955?

(A) the end of World War II

(B) the economic Depression
(C) a lack of equitable prize money
(D) an increase in injuries and deaths

8. Read the sentence below.

With men returning from the war, the popularity of all girl rodeos
What does the word waned mean?

(A) disappeared
(B) increased
(C) declined
(D) ended

9. What information in the SDVVDJH H[SODLQV 9HUD 0F*LQQLV¶V VWDWHPHQW «´,

information from the passage to support your answer.

Read ________________________________________________________________________
Explain ________________________________________________________________________

10. What is the greatest benefit of the organization, Women's Professional Rodeo
Association (WPRA)?

(A) to provide cowgirls with legitimate opportunities to compete in


(B) to provide sanctions for women to compete against men for equal

(C) to provide equal prize money for both males and females

(D) to reinforce the federal act Title IX established in 1972

11. Why does the author connect the ideas of Title IX and Rodeo Cowgirls?

(A) Women were not allowed to participate in the Olympics until 1900.

(B) Rodeo cowgirls were unique in an era that did not support the idea
of female athletes.

(C) Cowgirls received a sidesaddle or silver lemonade set as a prize for

winning a steer riding contest.

(D) The law provided equal opportunities for women to professionally

compete in athletics.

numbers 12 through16.

by Rimun-ilani

My name is Rimun. I am an old man. My sight fails me in poor light now. My

body no longer bends easily over the tablets I have written on all my life. My work is
finished, and I will live out my days retelling the stories of my family and our culture to
anyone who will listen. But my life has been long and interesting. I am part of a
brotherhood that has done its part to change the world. Like my father Akiah before
me, and my grandfather Shamkhatum before him, I am a scribe.
The men of my family have been scribes through the ages. Before schools to
train scribes were built, before scribes used wedge-shaped reeds as tools, the scribes
of my family lived and worked in the great cities of southern Sumer. Over time they
moved north on the trade routes along the rivers from the great city of Ur, north to Larsa
along the Euphrates, past Uruk where the use of ancient picture writing began, past
Lagash and Nippur and on to Babylon, where I live now. I know this because they have
passed their important tablets from one generation to the next, and now I am the
keeper of a small library that describes our history as archivists. Soon I will pass this on
to my own son Likua who teaches young scribes at the temple school located at Mari
on the mighty Euphrates River.
youngster I took a reed in my hand and begaQWRGUDZ,VDWORQJKRXUVE\P\IDWKHU¶V
side, imitating him as he worked. He taught me the basics of writing before I was old
enough to begin school. Competition for admission to the edubba ± the tablet house -
was fierce because the skill of writing assured a respected position in society and a
history, wealth and social position assured me a place in the school.

writing, we pressed reeds with wedge-shaped ends into wet clay to make symbols.
First we learned to make individual signs, and then we combined them to make words.
To learn our language, we copied the epics of our literature and the sacred myths of our
religion. We memorized the stories of the King Gilgamesh and the gods Enki and Enlil.
We also learned numeration, first as accounting and later as mathematics.
We sat all day on rows of hard brick benches while we practiced our lessons.
The hours were long and the mood was serious. The punishment for misbehaving or
turning in careless work was often beating, and in the worst cases, caning. I managed
to escape the wrath of our teacher and his assistant because for me the lessons came
easily. Even so, my training to become a scribe took many years.
I left school with a wide knowledge of many subjects. I could have specialized in
medicine or mathematics or astronomy. But I believe I was born to be a scribe, and I
used my talents to see the world. I traveled the rivers with merchants and traders and
kept accounts of their expeditions. In the cities, I drew up contracts between petty
functionaries. I followed soldiers into battle and chronicled military exploits. During one
of these adventures, I came to the attention of Hammurabi, King of Babylon. Under his
direction, I did my most important work.
Hammurabi was a good ruler, dedicated to fairness. He was determined to have
his code of laws recorded in one place and used to govern all Babylonians. The project
was broad in scope, covering his judgments in cases of false witness, theft, adoption,
inheritance, medical treatment, agriculture, town planning, commerce, debts, marriage,
disposal of assets, slavery, adoption, hiring and labor, and marriage and divorce ± 282
laws in all.
I was still a young man with much to see when I received his offer. To take the
job meant state work was finished. I would probably never see Nineveh or Damascus
or Jericho, but I could not say no. So with many other scribes I began the work of
SUHVHUYLQJ+DPPXUDEL¶V judgments on a seven-foot high stele made of black basalt. I
married and raised a family. I worked on the project for many years. I never left
Babylon again.
Old men look back over their lives to take stock. We wonder about what we will
leave behind us for the world. For a student with my gifts there were many choices. I
could have solved numerical problems as my friend Appa did. I could have studied the
heavens like my friend Minani. I could have moved through the hierarchy into a
government office where the rewards often outweighed the value of the work. The
name of Rimun will not stand in history next to those of Kings like Ur-Nammu or Sargon
of Akkad or Hammurabi. But given the chance to go back, I would not take a different
path. I was born to be a scribe. I etched our stories in clay. I chiseled our laws into
stone. With my reeds and my carving tools, I preserved a part of history.

numbers 12 through 16.


(A) to explain the family history of Rimun-ilani

(C) to describe the skill involved in preserving history on tablets
(D) to emphasize the competitiveness of entering into scribe school

13. What was the most likely reason Rinum-ilani became a scribe?

(A) He wanted to live in the great cities of southern Sumer.

(B) His forefathers wrote epics of literature and sacred myths.
(C) He was part of a brotherhood that has historically changed the world.
(D) Rimun-ilani was born into a family where men had been scribes for

14. Which statement best supports the idea that the lessons to become a scribe
came easily for Rinum-ilani?

(A) He finished school with a deep understanding of science and


(B) He had a talent for the profession and from childhood he practiced with
his father.

(C) It was difficult for Rimun-ilani to enter the tablet house because the
competition was fierce.

(D) The tablets he wrote on were passed from one generation to the next and
he was the keeper of a small historical archive.


(A) Rimun-ilani was satisfied with his role as a scribe throughout his life.

(B) Rimun-ilani was hopeful that this name would be remembered in history.

(C) The narrator regretted not being able to travel to Nineveh, Damascus or

(D) The narrator could have solved numerical problems, specialized in

medicine, or studied the heavens.

16. What word best describes Rimun-ilani?

(A) brave
(B) careful
(C) boastful
(D) confident


Private Craft Rockets Into Space ² And History

by Traci Watson

MOJAVE, Calif. ² A 62-year-old pilot launched a rocket plane into the sunrise
Monday to become the first person to reach space without government backing.
At 7:50 a.m. PT on the first day of summer, pilot Michael Melvill fired the rocket
of a craft called SpaceShipOne and shot through the atmosphere at more than three
times the speed of sound.
Less than 10 minutes later, he was 62 miles above the planet ² high enough
that he could see the curve of the Earth. He could also see a bag of M&Ms he brought
along floating through the cockpit.
The historic flight ended with Melvill gently touching down 25 minutes later at the
airport in this desert town. He hopped out of the spacecraft and, beaming, raised his
arms in jubilation.
He had a few minor problems during the flight. The most visible was a deep dent
in the white metal casing that holds the rocket nozzle.
Until now, every human who has reached space did so in a vehicle paid for by a
government and on a trip organized by a government. Only three nations are wealthy
and ambitious enough to sponsor spaceflight: the United States, Russia and China.
SpaceShipOne and White Knight, the jet that carried it to 50,000 feet, were
developed by Mojave-based Burt Rutan. He also designed the Voyager, which in 1986
became the first plane to fly around the world without refueling.

The vehicles were funded by Paul Allen, a co-founder of Microsoft.
WKH³;3UL]H´DPLOOLRQUHZDUGIRUWKH first private effort to fly a manned vehicle into
space without government aid.
The prize money is being offered by the X Prize Foundation, a St. Louis-based
group. About 25 teams from seven countries are vying for the award.
By taking SpaceShipOne above 62 miles, Melvill attained the altitude needed to
qualify for the prize, a privately funded award offered to encourage the development of
commercial space flight.
to be undertaken by SpaceShipOne to win the X Prize. To win, a craft must fly to space
twice in two weeks carrying three people or an equivalent weight.
At 28 feet long, SpaceShip One is less than a quarter of the length of the space
shuttle. It has room for a pilot and two passengers, and it cost roughly $20 million to
A single shuttle flight costs $500 million.

+LVWRU\´DQVZHUQXPEHUV17 through 19.

17. Read the sentence from the passage.

About 25 teams from seven countries are vying for the award.

Which word is the best synonym for vying in the quotation above?

(A) attempting
(B) competing
(C) struggling
(D) longing

18. People who read this article will learn

(A) about the accomplishments of Michael Melvill.

(B) about the history of personal space explorations.
(C) about the rewards offered by various space foundations.
(D) about the history of government sponsored space projects.

19. How does SpaceShipOne differ from the space shuttle?

(A) The space shuttle is shorter in length than SpaceShipOne

(B) SpaceShipOne is more expensive than the space shuttle.
(C) SpaceShipOne is much smaller than the space shuttle.
(D) SpaceShipOne has qualified for government funding.

DIRECTIONS: 5HDGWKHDUWLFOH³1HDU-Miss Asteroid Could Have Wiped Out

Near-Miss Asteroid Could Have Wiped Out Greater London Area

by Charles Arthur

An asteroid measuring nearly three miles across squeezed past Earth by the
astronomical equivalent of a hair's breadth yesterday.
The flypast, by the asteroid Toutatis, was the closest it will make this century,
and one of the nearest by any "near-Earth object" for the next 180 years. But
astronomers warned that there are potentially thousands of much smaller objects that
could devastate an area as large as the M25 region which are not being picked up
because governments are failing to fund the detection of one of the greatest threats to
the planet.
Toutatis is one of thousands of asteroids left over from the formation of the solar
system six billion years ago which could still crash into the Earth. Had Toutatis hit the
Earth, it would have had the explosive impact of a one million megaton bomb, many
times the total nuclear arsenal of the superpowers, and destroyed all life on the planet.
But its closeness is relative - it remained a little less than a million miles away.
But even smaller objects, as small as 100 to 200 meters across, could wipe out
an area the size of London, warned Kevin Yates of the Near-Earth Objects group at the
British National Space Centre. "NASA has calculated that such an object will hit the
Earth about once every 700 to 1,000 years," he said yesterday. "Such an object did hit
the Earth in 1908, over Tunguska in Siberia, which devastated two thousand square
kilometers of forest."
Dr Alan Fitzsimmons, an astronomer at Queen's University Belfast who wrote a
report in 2000 detailing what the government should do to increase detection of such
"near earth objects", said: "The search programs now under way use relatively small
telescopes, which means they can only see fairly bright objects that reflect sunlight; that
means they can only detect things larger than about 200 meters across. Most of the

effort, though, is being focused on objects larger than one kilometer." Toutatis posed
little risk. The peculiar-shaped asteroid - described by one astronomer as looking like a
"cosmic yam" - whizzed past at roughly four times the distance between the Earth and
the Moon, precisely as astronomers had expected.
"Toutatis isn't any risk to the Earth," said Dr Yates. "It has an extremely well-
known orbit, and has been observed with radio telescopes, which gives a pretty
accurate prediction of where it's going." Named after an obscure Celtic and Gallic god -
whose name was then picked by the writers of the Asterix cartoon as an expletive - the
asteroid measures 4.6 kilometers (2.9 miles) by 2.29 kilometers by 1.92 kilometers.
Its next close approach to the Earth will not come before 2100. The next close
approach to the Earth by an identified near-Earth object will be on January 26, 2015 -
when an object called 2004 BL86, discovered only this year, will pass just 800,000
miles from the Earth.

',5(&7,216%DVHGRQWKHDUWLFOH³Near-Miss Asteroid Could Have Wiped Out


(A) The asteroid has an unpredictable orbit; therefore, it could have entered

(B) Scientist believe that this asteroid may come closer to the earth on the
next orbit.

(C) The asteroid was too distant to be considered a threat to the earth.


21. With which statement would the author most likely agree?

(A) More scientific efforts must focus on objects larger than one kilometer.
(B) Astronomers are precise in predicting the asteroids that are near earth.
(C) The search programs use relatively small telescopes to detect asteroids.
(D) Governments should fund the detection of smaller asteroids in the solar

22. What would have been the effect if Toutatis had hit the earth near London,

(A) It would have remained close to earth and posed a threat for several

(B) Two thousand square kilometers of forest would have burned all over the

(C) It would have had the impact of nuclear arsenal destroying all life on

(D) The peculiar shaped asteroid would have devastated an area the size of


(A) to show the importance of detecting smaller asteroids

(B) to explain the path that asteroids follow in space
(C) to convince the reader that Earth is in danger
(D) to describe the history of the asteroid Toutatis

24. People who read this article will learn that

(A) radio telescopes need to be improved to provide accurate information

concerning the path of asteroids.
(B) the detection of both large and small asteroids can alert scientists of risks
to the planet.
(C) an asteroid larger than three miles across would never enter the earWK¶V

(D) the prediction of asteroids hitting the earth is an exact science.

DIRECTIONS: Read the poem "Going for Water," and answer numbers
25 through 26.

Going for W ater

by Robert Frost

The well was dry beside the door,

And so we went with pail and can
Across the fields behind the house
To seek the brook if still it ran;

Not loth1 to have excuse to go,

Because the autumn eve was fair
(Though chill), because the fields were ours,
And by the brook our woods were there.

We ran as if to meet the moon

That slowly dawned behind the trees,
The barren boughs without the leaves,
Without the birds, without the breeze.

But once within the wood, we paused

Like gnomes2 that hid us from the moon,
Ready to run to hiding new
With laughter when she found us soon.

Each laid on other a staying hand

To listen ere3 we dared to look,
And in the hush we joined to make,
We heard, we knew we heard the brook.

A note as from a single place,

A slender tinkling fall that made
Now drops that floated on the pool
Like pearls, and now a silver blade.

loth: unwilling, reluctant
gnomes: dwarfish legendary creature or goblin
ere: before
25 and 26.

25. How does the tone of the poem change from the time the speaker leaves the
house to the time the speaker arrives at the brook? Use details and information
from the poem to support your answer.






26. Based on all the details in the poem, people who read this poem can conclude
that the BEST word to describe how the speaker feels at the end of the walk to
the brook is

(A) scared
(B) amused
(C) enchanted
(D) threatened

Literary Devices/Figurative Language

Authors use many different literary devices to express themselves in original

ways. Figurative language in your writing can add to your voice as well as paint
a clear picture of what you are expressing to your reader. Look at the definitions
and examples below of some of the more common types of figurative language.
Then add an original example of each type of figurative language in the
space provided.

Figure of Definition Example My Example

Simile A comparison of two My English
things using the word teacher is as
³OLNHRUDV´ creative as
Metaphor A comparison of two The sun is a
things without using flower.
the words like or as

Hyperbole An exaggeration to The new driver

create a strong waited an eternity
response to make a left turn.
Personification Giving human qualities The tree watches
to a non-human. him sleep.

Onomatopoeia Using words to imitate Boom, crash,

the sounds they sizzle, buzz

Alliteration The repetition of the Spiky stones

same initial letter, spotted the
sound, or group of sidewalk.
sounds in a series of

As you write to the prompt on the next page, use figurate language to express

High School Writing Prompt

The school board is deciding to add a new school holiday.

Think of a day you would choose as a new school holiday.

Now write to convince the School Board to accept your choice of a new
school holiday.










































Improving your Writing

1. Return to your essay. Highlight any areas where you used figurative language in
the essay.
2. Circle the sentences that support your main idea
3. Circle the strong verbs that make your meaning clear.

If you do not find examples of figurative language, support, or strong verbs, rewrite your
essay to include them.

Improving your Vocabulary

Did you know the more often you use a word, the more likely you are to remember it?
Look at the words below and choose five that you would like to add to your vocabulary.
Find the definitions and make an effort to use each of those five words at least 10 times
before you return to school after the Winter Break. If you do that, you will own the

1. auspicious

2. belie

3. equinox

4. hubris

5. incognito

6. kinetic

7. lexicon

8. plagiarize

9. sanguine

10. tempestuous


Federal and State Laws

nondiscrimination in employment and educational programs/activities and strives
affirmatively to provide equal opportunity for all as required by law:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race,
color, religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in

Title IX of the Educational Amendments of 1972 - prohibits discrimination on the

basis of gender. !

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits


The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of
wages to women and men performing substantially equal work in the same

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against

individuals with disabilities in employment, public service, public accommodations and

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to
provide up to 12 weeks of unpaid, job-SURWHFWHGOHDYHWR³HOLJLEOH´HPSOR\HHVIRUFHUWDLQ
family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on

the basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race,

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom
or marital status.

Law) and Section 295.07 (Florida Statutes), which stipulates categorical preferences for
