English, Grade 10 District Assessment Directions: Passage

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English, Grade 10 District Assessment Directions: The following assessment file is a PDF. Use the bar to scroll up and down as you read the passages and answer the questions. You may reread texts, review questions, and modify answers as needed. Please be certain to match the question numbers with the correct number on the answer sheet. Passage 1: Reading Literature Read the passage “Lonnie and Celeste” and answer the questions that follow. Make sure you answer all of the questions. Lonnie and Celeste 1 Lonnie got to the train station well before the train was due to arrive, so he had plenty of time to regret his decision. When Celeste had emailed to ask him to meet her train, his first instinct had been to say no. He was busy, and besides, what could they possibly have in common anymore? But his mom insisted he couldn’t be rude to such an old friend. “Don’t be so sure it will go badly,” his mom said. “You don’t know what Celeste is like these days. You don’t have to be so negative.” So here he was, waiting. This was going to be incredibly awkward. Plus, all his friends had gone to this awesome film festival downtown, and he’d had to skip it. He checked the time on the big station clock. His friends were in the midst of watching his favorite classic animated film. It was hardly ever shown in theaters anymore. Instead, he was waiting for someone he hadn’t seen in years. What a waste of time. 2 Celeste and Lonnie had been next-door neighbors since the two had come home from the same hospital as infants. They played together as toddlers, went to the same preschool, and even played in Little League together. Then Celeste moved to California. 3 At first, they kept up their friendship via social media. Over time, though, their interactions grew briefer and less frequent. Finally, they stopped altogether. Life took over, with new friends and activities crowding out the past. Their moms still talked frequently, but Lonnie rarely thought of Celeste anymore. 4 Then, one day when the two were juniors in high school, Lonnie received an email from Celeste. Celeste wrote to say that she would be coming north to Portland by train for an interview at the university. “I’m looking forward to seeing you again, Lonnie!” she added. Lonnie wished he could say the same. But they were strangers now. They’d only been friends because they lived near each other. They wouldn’t have anything in common. She was always so brainy. She was probably studying calculus or something—and Lonnie hated math. He was better at making up stories or performing in school plays. What could he even say to her? He


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grimaced. Maybe they could talk about the cartoons they used to watch together, or how Lonnie had taught her to walk on her hands? He pictured her in the kitchen at his family’s old house, her pigtails swinging upside down as he held her feet until she got her balance. Lonnie shook his head. His family moved out of that house six years ago. Celeste had never seen the house they lived in now. He checked the time again and scowled. If the train came in soon, he might still be able to make it to the last screening at the film festival. 5 Celeste looked out the window of the train as it rattled toward Portland. She was excited about the trip and her planned tour of her first-choice college, a little nervous about the interview—and surprised to discover how curious she was to see Lonnie again. At first she had hesitated about contacting him. After all, so many years had gone by, and they hadn’t been in touch for ages. Her mom had been encouraging, though. “Life is about connections. Of course you guys aren’t best friends anymore. There’s still a connection there, though—why not meet, acknowledge it?” 6 Celeste’s thoughts drifted back to their childhood. She had such fond memories of those times, of all the afternoons she and Lonnie had spent together watching cartoons. She thought about the time she taught him to walk on his hands. They’d practiced the whole afternoon in her backyard, falling down on the soft grass—except when Lonnie accidentally fell in the mud! She wondered if he treasured the memories the way she did. Maybe he’d forgotten everything and had only agreed to pick her up to be polite. The train was slowing down as they approached the station; she would find out soon enough. 7 When the train arrived, passengers began spilling into the station. Lonnie spotted a young woman with a backpack slung easily over her shoulder. Could that be Celeste? He hadn’t expected her to still be wearing pigtails, but the bright purple hair was certainly different. Lonnie raised his hand in a tentative wave, and she smiled back at him. He remembered how she used to laugh at his antics. He’d always been the funny one, he recalled, and she was always his best audience. 8 Celeste recognized Lonnie even before his hand went up. There was the same face she remembered, only a little older. She remembered that face laughing until tears ran down it whenever she cracked a joke. She’d been the one with the sharp sense of humor, and Lonnie always appreciated her wit. She wondered if she could still make him laugh that way. 9 Lonnie held out his hand to shake with Celeste, but she set her bag down and gave him a hug. 10 “Lonnie!” she cried. “It’s so good to see you.” 11 “You, too,” he said. Maybe it was; Lonnie wasn’t sure yet. He picked up her bag and they started toward his car. 12 “Can you still walk on your hands?” Celeste suddenly asked, teasing him. 13 “Haven’t tried it in years,” Lonnie replied. He found himself smiling. This wasn’t so bad, after all. “Do you still watch cartoons?”


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14 “As often as I can,” Celeste said. “I’m studying animation, actually. I like drawing my own cartoons.” 15 Lonnie stopped short. “I got the best animation software package last year! My drawing stinks, but I’m really into the editing,” he said. Then he teased back. “I really should help you out. After all, I always was the funny one.” 16 Celeste laughed, the same laugh he remembered. “You have a funny memory, anyway,” she retorted. “But I bet your drawing doesn’t stink that much.” 17 When they reached the car, Lonnie heaved her bag into the trunk. He had been planning to drop her off as quickly as would be polite, but instead he said, “You know, there’s a cool animation festival in downtown. If we hurry, we can make the last feature. If you want, we could get lunch afterwards.” Celeste grinned, and Lonnie grinned back. Maybe they had more in common than he’d expected. Now answer the questions. Base your answers on the passages “Lonnie and Celeste”.

1. Which phrase in Passage 1 tells us the most about Lonnie’s character and how he approaches new experiences?

A. "When Celeste had emailed to ask him to meet her train, his first instinct had been to say no." (paragraph 1)

B. "So here he was, waiting." (paragraph 1)

C. "Instead, he was waiting for someone he hadn’t seen in years." (paragraph 1)

D. “Plus, all his friends had gone to this awesome film festival downtown, and he’d had to skip it.” (paragraph 1)

This question has two parts. First, answer Part A. Then, answer Part B. Part A 2. An important idea addressed in Passage 1 is the development of friendship. What is another— more central—theme of this text?

A. You might have more in common with other people than you think.

B. Dwelling on memories of how things once were might cause you to miss out on how they are now.

C. Judging people based on initial appearances can lead to wrong conclusions about their other characteristics.

D. You should listen to yourself, but it's also important to listen to and take the advice of others, especially mothers.


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Part B 3. Which example of dialogue or description addresses the theme identified in Part A?

A. "He checked the time again and scowled. If the train came in soon, he might still be able to make it to the last screening at the film festival." (paragraph 4)

B. "But his mom insisted he couldn't be rude to such an old friend. ‘Don't be so sure it will go badly,' his mom said. ‘You don't know what Celeste is like these days. . ..'" (paragraph 1)

C. "‘Lonnie!' she cried. ‘It's so good to see you.' ‘You, too,' he said. Maybe it was; Lonnie wasn't sure yet." (paragraph 10)

D. "Lonnie stopped short. ‘I got the best animation software package last year! My drawing stinks, but I'm really into the editing,' he said." (paragraph 15)

4. Read the excerpts from Passage 1. “But his mom insisted he couldn’t be rude to such an old friend. ‘Don’t be so sure it will go badly,’ his mom said. ‘You don’t know what Celeste is like these days. You don’t have to be so negative.’ So here he was, waiting. This was going to be incredibly awkward. Plus, all his friends had gone to this awesome film festival downtown, and he had to skip it. He checked the time on the big station clock. His friends were in the midst of watching his favorite classic animated film. It was hardly ever shown in theaters anymore. Instead, he was waiting for someone he hadn’t seen in years. What a waste of time.” (paragraph 1) “Celeste and Lonnie had been next-door neighbors since the two had come home from the same hospital as infants. They played together as toddlers, went to the same preschool, and even played in Little League together. Then Celeste moved to California.” (paragraph 2) In these excerpts, the author chooses to show the recent past and then the present, before going back to the beginning of the relationship, and sharing details of the distant past. What is the effect of that choice?

A. It effectively builds to a climax, showing readers that the truth of the present situation must be found in the past.

B. It effectively builds suspense, hinting to readers that Lonnie will make an important decision about his friendship with Celeste.

C. It creates effective pacing, allowing the author to surprise the reader as the reader travels further and further back into the story's past.

D. It allows the author to get the reader interested in Lonnie's present predicament before the author has fully filled in all the background information.


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Passage 2: Reading Literature Read the passage “Old Tunes” and answer the questions that follow. Make sure you answer all of the questions.

Old Tunes by Sara Teasdale

As the waves of perfume, heliotrope1, rose, Float in the garden when no wind blows, Come to us, go from us, whence no one knows;

5 So the old tunes float in my mind, And go from me leaving no trace behind Like fragrance borne on the hush of the wind.

But in the instant the airs2remain I know the laughter and the pain Of times that will not come again.

10 I try to catch at many a tune

Like petals of light fallen from the moon, Broken and bright on a dark lagoon3,

But they float away—for who can hold Youth, or perfume or the moon’s gold?

____________________________________________________________ 1. heliotrope: fragrant flower 2. airs: songs 3. lagoon: shallow lake or pond


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Now answer the questions. Base your answers on the passages “Old Tunes”. This question has two parts. First, answer Part A. Then, answer Part B. Part A 5. Which line from Passage 2 most directly expresses the speaker’s attitude toward remembering the past?

A. "Come to us, go from us, whence no one knows" (line 3)

B. "So the old tunes float in my mind," (line 4)

C. "I know the laughter and the pain" (line 8)

D. "I try to catch at many a tune," (line 10)

Part B 6. Which description supports the answer in Part A?

A. She compares her memories to "old tunes" that play in one's mind whether one wishes them to or not.

B. She says she knows the pain of past times will not return..

C. She says the memories "float away" and cannot be held.

D. She says she knows the hope of future moments cannot be held.


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7. Read these lines from Passage 2. “Come to us, go from us, whence no one knows;” (line 3) “And go from me leaving no trace behind” (line 5) “But they float away—for who can hold” (line 13) “Youth, or perfume or the moon’s gold?” (line 14) What do these words and phrases convey about the nature of memory?

A. We want to hold memories of both laughter and the pain because they are both part of our identity.

B. Memory isn't lasting or permanent, just as perfume and youth do not last.

C. Gardens are sources of metaphor, simile, and analogy that can be used to express the nature of memory.

D. Memories are more valuable and desirable than expensive possessions.

8. Read these lines from Passage 2. “Like petals of light fallen from the moon, Broken and bright on a dark lagoon, But they float away—for who can hold” (lines 11–13) What is the connotation of the phrase “petals of light,” as it is used in the passage?

A. The speaker is haunted by regrets of past actions, wants to revisit the past and make different decisions, and knows that this is not possible. This realization makes the speaker feel damaged like a broken flower.

B. Each petal and part of a tune represent all the bad memories that could break us emotionally and make us drown in memory if we don't learn to forget these memories completely and let go.

C. The lighted petals were once part of a complete flower, or memory of meaningful pain or happiness. The broken petals on the water suggest the sad feeling of being unable to fully remember these important moments.

D. Each tune is represented by one petal. All the petals together represent the moon. The moon represents dreams of youth. The speaker dreams of being able to remember everything that has happened in the past.


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9. Which lines from Passage 2 most help the reader determine how the speaker feels about youth and what the word youth might mean?

A. "Float in the garden when no wind blows, / Come to us, go from us, whence no one knows" (lines 2–3)

B. "And go from me leaving no trace behind / Like fragrance borne on the hush of the wind." (lines 5–6)

C. "I know the laughter and the pain / Of times that will not come again." (lines 8–9)

D. "Like petals of light fallen from the moon, / Broken and bright on a dark lagoon," (lines 11–12)

Answer the following question about both passages, “Lonnie and Celeste” and “Old Tunes”. 10. What is the central idea of both passages, and how is that idea developed over the course of the passages?

A. Both passages address the fluid and changeable nature of memory. In Passage 1, Lonnie remembers being the funnier of the two and teaching Celeste to walk on her hands. Celeste remembers that she was the funnier one and that she taught Lonnie to walk on his hands. In Passage 2, the speaker uses the imagery of broken petals floating on water and perfume dispersing on the wind to show that memories come apart and we can never expect them to be fully accurate or complete.

B. The central idea of both passages is that childhood memories are difficult to deal with. In Passage 1, the main character of Lonnie does not want to remember his childhood with Celeste. In Passage 2, the speaker experiences a great deal of pain remembering the past and suggests we should not go back, but only forward.

C. Both passages explore the importance of taking good advice from reliable people. In Passage 1, Lonnie's and Celeste's mothers advise them to be open-minded about the other person. In Passage 2, the speaker is giving good advice about letting go of the past.

D. The central idea of both passages is that we must allow ourselves to be surprised by the people in our lives and resist pre-judging others. In Passage 1, Lonnie decides in advance of meeting her, that Celeste will be into math and science because she was always smart. He goes further and decides he will not be able to relate to her. In Passage 2, the speaker decided her lost memories were all about pain and laughter.


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Passage 3: Reading Informational Read the passage “from The Autobiography of St. Ignatius” and answer the questions that follow. Make sure you answer all of the questions.

from The Autobiography of St. Ignatius by St. Ignatius, dictated to Father Louis Gonzalez, S.J.

In the year 1553, St. Ignatius asked one of his fellow monks, Father Louis Gonzalez, to write down the story of Ignatius’s life, which Ignatius dictated to him. Although most autobiographies use the first person point of view, Ignatius used the third person, referring to himself as “he” rather than “I.” 1 He left for Paris on foot and alone, and, according to his own reckoning, arrived there toward the beginning of February, 1528. While in prison, the Prince of Spain was born, and from this event we can determine the date of what preceded and followed. At Paris he lived with some Spaniards, and attended the lectures given at the College of Montaigu. As he had been advanced too rapidly to the higher studies, he returned to those of a lower grade, because he felt that in great part he lacked the proper groundwork. He therefore studied in a class with children. When he first came to Paris, he received from a merchant twenty-five gold crowns on an order sent from Barcelona. These he put for safekeeping in the hands of one of the Spaniards with whom he lived. This latter very soon appropriated them for his own use, and when called upon, could not restore them. The result was that when Lent was over Ignatius found himself unprovided for, partly on account of the loss mentioned, and partly on account of other expenses. In consequence, he was forced to seek his livelihood by begging, and to leave the house where he lived. 2 Afterward he was received into the Hospital of St. James, near the Church of the Holy Innocents. This residence proved no slight hindrance to his studies. The hospital was at a great distance from the college, and while he could not gain admission at night unless he returned before the sound of the Angelus, in the morning he was not allowed to depart before daylight. He could not, in consequence, be present at, nor give his time to, the lectures with profit. He found another hindrance, also, in loss of the time needed in getting alms wherewith to purchase food. 3 As he had not experienced interior spiritual suffering for almost five years, he mortified himself by austere fasts and penances. After he had spent some time in this way, living in the hospital and begging his food, he noticed that his progress in letters was not rapid. He then considered what course to follow. He had observed that many who lived as servants of the lecturers in the colleges had abundant time for study. He resolved to seek someone whom he might serve in the same way. He weighed the matter well, and not without consolation thought of it as follows: “I shall imagine that my master is Christ, and I shall call one of the students Peter, another John, and to the rest I shall give the names of the remaining Apostles. Then, when my master gives me a command, I shall think, that Christ commands me. When anyone else gives orders, I shall think that the order comes from St. Peter or some other Apostle.” He was very diligent in seeking a master, and spoke of the matter to a bachelor and to a Carthusian monk, who knew many masters, and to others, but he was never able to find one.


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4 Deprived of every resource, he was told by a Spanish monk that it would be a wise step for him to go every year to Flanders, and there in two months he could procure enough for the whole year. He approved of the plan, after recommending the matter to God. On adopting this plan, he brought back yearly from Flanders whatever he needed for his maintenance. Once even he passed over into England, and from there brought greater alms than he had gathered in the previous years. The Autobiography of St. Ignatius. In the public domain. Now answer the questions. Base your answers on the passages “from The Autobiography of

St. Ignatius”.

11. Which is the best summary of Passage 3?

A. When one of his housemates stole St. Ignatius’s money, he was forced to beg for a living and to live in a hospital. He struggled to get enough money to buy food from begging in France, so he went to Flanders because he had heard that he could make as much money begging for two months there as a year in France.

B. St. Ignatius was a saint who lived in France and Spain in the 16th century. He suffered many hardships, such as having his money stolen, not having enough to eat, and not being able to attend classes. He failed to become a servant, but when he went to England he was able to make a living by begging. It was through begging that he found meaning.

C. Arriving in France in 1528, Ignatius entered college. One of his housemates stole his money, forcing him to beg for a living. Too poor, and living too far away from the college to attend classes, he failed to further his studies. Ignatius decided to seek employment as a servant but was unsuccessful. Still forced to beg for charity, he started traveling to Flanders, then England, where he found he could gain funds in a short time.

D. St. Ignatius went to France in the year 1528. He went to college, but he did not have enough background, so he ended up in a lower grade, with children. He felt that he did not have a strong enough educational background to succeed in advanced studies. This experience would have profound effect on his later development.


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12. In Passage 3, how does St. Ignatius develop the narrative of his life?

A. in the order in which the events occurred

B. by analyzing the causes and effects of events

C. by showing how events strengthened his faith

D. in a way that develops a moral lesson from events

13. Read this sentence from Passage 3. “He resolved to seek someone whom he might serve in the same way.” (paragraph 3) How does the choice of the word resolved affect the meaning of the text?

A. It highlights the urgent nature of Ignatius’s problems.

B. It emphasizes that Ignatius was a person of strong will.

C. It implies that Ignatius knew he would achieve his goal.

D. It suggests that the forces opposing Ignatius were powerful.

14. Read this excerpt from Passage 3.

“Afterward he was received into the Hospital of St. James, near the Church of the Holy Innocents. This residence proved no slight hindrance to his studies. . . . He found another hindrance, also, in loss of the time needed in getting alms wherewith to purchase food.” (paragraph 2) How does the repetition of the word hindrance help the author achieve his purpose?

A. It makes the text more autobiographical by giving the reader a glimpse into how Ignatius felt.

B. It creates a poetic effect in the paragraph, helping the author attract the reader to Ignatius’s story.

C. Creating a connection between two events helps fulfill the purpose of building a strong argument.

D. By emphasizing the difficulty of Ignatius’s situation, it assists the purpose of portraying him as determined.

Passage 4: Reading Informational


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Read the passage “St. Ignatius of Loyola” and answer the questions that follow. Make sure you answer all of the questions.

St. Ignatius of Loyola 1 Ignatius was born in 1491, the youngest son of a wealthy, noble family, and grew up in the family’s ancestral castle in Loyola, Spain. As a youth, he participated in the usual worldly pursuits of the nobles of the time. He became a knight, serving in military and diplomatic roles. In his autobiography, he described himself as “a man given to the vanities of the world, whose chief delight consisted in martial exercises, with a great and vain desire to win renown.” 2 A turning point in his life came when Ignatius was severely wounded in both legs in battle on May 20, 1521. A cannonball had badly fractured his right leg, and a series of surgeries was necessary, hundreds of years before the use of anesthetics. Ignatius bore the pain bravely, but his injuries contributed to lifelong ill health. 3 While recovering at his castle in Loyola, Ignatius began to read religious books of the Roman Catholic faith. In 1522, he discarded his sword and dagger and began a life of prayer, supporting himself by begging. He could have become a priest soon afterward, but he felt inadequately trained for that profession. Voluntarily, he entered school to gain an education. He studied for 12 years, sometimes in the same class with children. His military discipline motivated him to remain at this humble training even though it greatly delayed his priestly career. 4 At the same time, Ignatius began to gather a small group of followers. He and his companions fell into trouble with local religious authorities, however, and decided to move from Spain to Paris, France. Ignatius’s studies were prolonged by poverty, which forced him to beg for a living not only in Paris, but in Flanders and England. 5 In 1537, Ignatius and most of his followers became ordained as priests. By 1539, he had decided to organize the group into a religious order, which he called the Society of Jesus. The Jesuits—as the order is commonly called—became known for their dedication to education. They trained priests and, to this day, have been leaders in the education of Catholic youth. 6 By the time of his death in 1553, Ignatius’s order had founded 35 schools and missions, from India in the east to Scotland and Ireland in the northwest. Today, there are 805 Jesuit-run elementary and high schools in 70 nations throughout the world, with a total of 800,000 students, and 186 Jesuit universities and colleges, including 28 in the United States. The latter include universities such as Loyola University of Chicago, Georgetown University, Fordham University, Santa Clara University, and the University of San Francisco. Ignatius was canonized as a saint in 1622. “St. Ignatius of Loyola” written for educational purposes.

Now answer the questions. Base your answers on the passages “St. Ignatius of Loyola”.


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This question has two parts. First, answer Part A. Then, answer Part B. Part A 15. What can the reader infer about St. Ignatius, based on information in Passage 3?

A. He had many choices for career paths because he was born into nobility.

B. He was an influential force in spreading education around the world.

C. He was better trained for a military career than for a religious career.

D. He was motivated to pursue his education in order to end his poverty.

Part B 16. Which sentence from Passage 4 supports the answer to Part A?

A. “He could have become a priest soon afterward, but he felt inadequately trained for that profession.” (paragraph 3)

B. “His military discipline motivated him to remain at this humble training even though it greatly delayed his priestly career.” (paragraph 3)

C. “Ignatius’s studies were prolonged by poverty, which forced him to beg for a living not only in Paris, but in Flanders and England.” (paragraph 4)

D. “Today, there are 805 Jesuit-run elementary and high schools in 70 nations throughout the world, with a total of 800,000 students, and 186 Jesuit universities and colleges, including 28 in the United States.” (paragraph 6)

17. What role does paragraph 2 play in developing the ideas in Passage 4?

A. It introduces the character of St. Ignatius.

B. It narrates a key episode in St. Ignatius’s life.

C. It leads up to Ignatius’s career as an educator.

D. It discusses the reasons behind Ignatius’s faith.


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18. Read these sentences from Passage 4. “By 1539, he had decided to organize the group into a religious order, which he called the Society of Jesus. The Jesuits—as the order is commonly called—became known for their dedication to education.” (paragraph 5) In the context of this passage, what is a religious order?

A. a list of rules for how to conduct a religious life

B. an organization of priests or nuns working together

C. a gathering of people who share the same religious faith

D. a religious group that also plays a military role in society

Answer the following question about passage 3 and 4, “from The Autobiography of St. Ignatius” and “St. Ignatius of Loyola”.

19. In what way are Passage 3 and Passage 4 similar in how they portray St. Ignatius?

A. They show that he had a colorful life.

B. They show his faults as well as virtues.

C. They communicate his saintly character.

D. They give information about his background.

Documents

English, Grade 10 District Assessment Directions: Passage