New Year’s Day 1 January 1 is New Year’s Day, a time when people around the world pause to

reflect on the year gone by and the new year just beginning. January is named after

the Roman god Janus, who was associated with doorways and gates. He was pictured

as having two faces looking in opposite directions, back to the past and ahead to the

future. This image symbolized standing at a threshold in time, and it was important

to cross through the “right way” to produce favorable outcomes. Thus, the various

traditions of stepping into a new year all contain expressions of people’s highest

hopes and wishes.

2 In the United States, for instance, one of the most popular traditions is to make

New Year’s resolutions. A resolution is simply an agreement with yourself to change

something about your life for the better. Some people resolve to be kinder or to work

harder. Some resolve to exercise more or to donate money to a good cause. A new

year is like a clean sheet of paper to draw blueprints for a fresh vision.

3 In Brazil, it is believed that the color clothes you wear will bring you certain things

in the next year. If you wear green you will have a healthy year, while wearing yellow

means that you will have prosperity and success. If you want romance, you should

wear red, and you should wear white for a new beginning. However, you should not

wear black, as that will bring you sorrow in the New Year.

4 In Denmark, people believe that you should literally leap into the new year for

good luck. At the stroke of midnight on New Year’s Eve, you should be standing on a

chair or another piece of furniture and jump off just as midnight arrives! Another New

Year’s tradition in Denmark is to break a plate or other piece of china against the

front door of a friend’s house to bring them luck.

5 Romanians celebrate the new year with parades on New Year’s Eve. One

traditional part of the parades involves people dressed as bears who dance down the

middle of the street to the cheers of the crowd. There is also music, and today the

parades may include school marching bands as well as the bear dancers. In recent

years, people have started dressing as other animals also and sometimes even as

popular cartoon characters. There is also an old story that exactly at midnight

animals are able to speak for one minute, so if your pet talks to you on New Year’s

Eve, you should listen!

6 On the other side of the world in the Philippines, it is considered lucky to turn on

every light in the house as midnight approaches on New Year’s Eve, along with

opening all the doors and windows to let good luck in. You should also wear polka

dots and eat something with long noodles in it, as long noodles will bring you money

in the coming year.

7 From Scotland comes the tradition of first-footing, which is also associated with

the new year. Folklore holds that the first person to enter your house on New Year’s

Day brings the luck for the new year. Therefore it’s important what the first guest

looks like and what he or she brings. It’s thought that a tall, dark-haired man is

especially lucky. If he has coins in his pockets, he brings wealth. If he has bread or

other food, it means that there will be enough food all year. If he brings salt, it

means the year will be full of good things. Some people in Scotland make sure that

they invite a tall, dark-haired male friend to come over, and he may have to go all

over the neighborhood from one house to the next bringing luck!

8 One tradition from the American South isn’t about who visits on New Year’s Day,

but what you eat. If you eat collard greens, you will have money all year. If you eat

black-eyed peas you will have good luck. It’s considered important to make sure your

New Year’s dinner has both of these dishes in it.

9 This is very similar to the New Year’s Day tradition of Chile, which says that you

should eat lentils to have good luck and collards for money. Another tradition from

Chile is that you should put some money in your shoe on New Year’s Eve and keep it

there through New Year’s Day so that every step you take will bring you closer to

prosperity.

10

Another American New Year’s tradition is cleaning. New Year’s is a day to clean

your house so that it will be neat and tidy to start the year. It’s especially important

to clean up from the winter holiday celebrations just passed, to put things away and

sweep the house so that you are starting fresh in January. Some people put out a

new doormat on New Year’s Day to signify welcome for the people who will cross the

threshold in the new year.

11

There are many different traditions to celebrate New Year’s Day on January 1. It

is a time of looking forward and back, a time for fresh beginnings. How do you

celebrate the new year?

“New Year’s Day,” commissioned passage.

1. Select the two sentences from the passage that best represent the idea of the

New Year as “a time for fresh beginnings.” (8.RI.1)

a. “This image . . . was important to cross through the ‘right way’ to produce

favorable outcomes.”

b. “A resolution is simply an agreement with yourself to change something

about your life for the better.”

c. “A new year is like a clean sheet of paper to draw blueprints for a fresh

vision.”

d. “However, you should not wear black, as that will bring you sorrow in the

New Year.”

e. “There is also an old story that exactly at midnight animals are able to speak

for one minute. . . .”

2. Which sentence best sums up the central idea of the passage? (8.RI.2)

a. “January is named after the Roman god Janus, who was associated with

doorways and gates.” (paragraph 1)

b. “A new year is like a clean sheet of paper to draw blueprints for a fresh

vision.” (paragraph 2)

c. “New Year’s is a day to clean your house so that it will be neat and tidy to

start the year.” (paragraph 10)

d. “There are many different traditions to celebrate New Year’s Day on January

1.” (paragraph 11)

3. Which is a recurring central idea in many different New Year’s traditions? (8.RI.2)

a. Most traditions are said to bring good luck during the year.

b. Making resolutions to change one’s behavior is a common way for people in

many countries to spend the new year.

c. People around the world wear bright and unusual clothes to celebrate a new

year.

d. Almost all cultures eat interesting and special foods at the time of the new

year.

4. How does the author connect and organize the New Year’s traditions in the

passage? (8.RI.3)

a. by criticizing superstitions that have led to silly practices around the New

Year

b. by examining different theories on the origins of traditions

c. by presenting claims to support the idea that making resolutions is a modern

tradition

d. by describing an ancient symbol’s meanings to introduce different traditions

around the world

5. How does the reference to talking animals at the end of paragraph 5 affect the

tone of the passage? (8.RI.4)

a. It introduces a metaphor that reinforces the respectful attitude toward

traditions.

b. It enhances the lighthearted discussion with humor.

c. It uses sarcasm to emphasize the mocking attitude toward traditions.

d. It raises doubts that add to the sense of mystery.

6. Which best describes the meaning of the word threshold as it is used in paragraph

1? (8.RI.4)

a. a path to an entrance

b. a point of change

c. a level of maximum capacity

d. an edge

7. Which most accurately describes the structure of paragraph 1? (8.RI.5)

a. a story about an event followed by speculation of its causes

b. an opinion statement followed by details to explain the logic behind it

c. a description of a particular symbol followed by analysis of how it is

misleading

d. an introductory statement followed by historical context as preview to

modern examples

8. What is the author’s purpose in writing the passage? (8.RI.6)

a. to persuade readers to create their own New Year’s traditions

b. to warn readers about taking New Year’s traditions too seriously

c. to give an overview of the origins and variety of New Year’s traditions

d. to compare the differences between New Year’s traditions in the United

States and other countries

LANGUAGE STANDARDS (8.L.1d, 8.L.2a)

Modern roller coasters can reach awesome heights of over 300 feet and speeds of

nearly 100 miles per hour through terrifying drops and loops the basic mechanics

present since the very first roller coasters still apply, however. The rides

themselves, the cars on the track, are not fueled or powered by electricity like a

train. Move mostly by gravity and momentum. A system of chains and links under

the tracks is used to pull the cars up high, and then they release on a downhill

path. Momentum and G-force keep the cars moving and the riders in their seats

through upside-down twists and loops. Some track designs use a system

of catapults like slingshots to get the cars moving.

9. Based on the paragraph above, “loops the” should be replaced with:

a. loops. The

b. loops, since the

c. loops, the

d. loops: the

10. Based on the paragraph above, “are not fueled or powered” should be replaced

with:

a. Do not fuel or power

b. Are not fueling or powering

c. Are both neither fueled nor powered

d. Are not fueled or powered

11. Based on the paragraph above, “move mostly” should be replaced with:

a. Move mostly

b. Move, mostly,

c. Mostly moved

d. They are mostly moved

12. Based on the paragraph above, “they release” should be replaced with:

a. They are released

b. They release

c. They will release

d. They would be released

13. Based on the paragraph above, “catapult like slingshots” should be replaced with:

a. Catapults like slingshots

b. Catapults, like slingshots,

c. Catapults. Like slingshots,

d. Catapults like slingshots,

Mother to Son Langston Hughes

Well, son, I’ll tell you:

Life for me ain’t been no crystal stair.

It’s had tacks in it,

And splinters,

And boards torn up,

And places with no carpet on the

floor –

Bare.

But all the time

I’se been a-climbin’ on,

And reachin’ landin’s,

And turnin’ corners,

And sometimes goin’ in the dark

Where there ain’t been no light.

So boy, don’t you turn back.

Don’t you set down on the steps

‘Cause you finds it’s kinder hard.

Don’t you fall now –

For I’se still goin’, honey,

I’se still climbin’,

And life for me ain’t been no crystal

stair.

14. In the poem, who is speaking to whom,

and about what? (RL.3)

A. A mother is telling a story to her

child about her own childhood.

B. A mother is speaking to her son

about climbing a crystal staircase.

C. A son is recounting a conversation

his mother had with him about the

general struggle towards earning a

comfortable living.

D. A mother is warning her son about

the difficulties of life and the struggle

to persevere.

15. What is the central metaphor utilized in

the poem? (RL.5)

A. The narrator describes a laborious

climb up a decrepit staircase, a

figurative depiction of her ongoing

struggles in life.

B. The narrator compares a crystal

staircase to her own life, symbolic of

her own goals and the struggle

towards them.

C. The narrator describes her ascension

up a poorly-kept staircase which

transforms into a crystal one,

representing her strive to rise above

difficulties.

D. The narrator describes herself

descending on a decrepit staircase, a

figurative depiction of her continued

problems.

16. Which of the following statements best describes the theme of the poem? (RL.2) A. Your struggles make you who you are. B. Persist in the face of adversity. C. Hope is the answer to all challenges. D. Success is hard work.

17. Which of the following quotes best supports the answer to Part A? (RL.1)

A. “Life for me ain’t been no crystal stair.” B. “…sometimes goin’ in the dark / Where there ain’t been no light.” C. “Don’t you set down on the steps / ‘Cause you finds it’s kinder hard.” D. “I’se still goin’, honey, / I’se still climbin’”

There Will Come Soft Rains Sara Teasdale There will come soft rains and the smell of the ground, And swallows circling with their shimmering sound; And frogs in the pools singing at night, And wild plum trees in tremulous white, Robins will wear their feathery fire Whistling their whims on a low fence-wire; And not one will know of the war, not one Will care at last when it is done. Not one would mind, neither bird nor tree If mankind perished utterly; And Spring herself, when she woke at dawn, Would scarcely know that we were gone.

18. Which of the following best states what lines 7-10 suggest about the setting of

the poem? (RL.3) A. The poem takes place on a battlefield after a war is won, when peace has

finally set in. B. The poem takes place in a forest, far away from the chaos of people and

urban life. C. The poem takes place in nature, a short time after humankind has destroyed

itself from war. D. The poem takes place on a field in the future, after nuclear warfare has

destroyed all living things.

19. How does the poem’s form contribute to its meaning? (RL.5) A. By making each couplet its own separate stanza, the poet is emphasizing the

disconnectedness between nature and humanity. B. By beginning with peaceful descriptions of nature and ending with the

revelation that humans have become extinct, the poet is deemphasizing the importance of humanity.

C. By using consistent meter and rhyme scheme, the poet is creating a whimsical mood that juxtaposes the allusions to war.

D. By beginning the poem with imagery of the setting and ending it with the personification of Spring, the poet is suggesting that war is a part of nature itself.

20. Which of the following best states a theme of the poem? (RL.2) A. War is pointless and destructive. B. Time heals all wounds. C. Humanity is cruel and violent at heart. D. Nature is indifferent to humanity.

21. Which line(s) from the poem best supports the answer to Part A? (RL.1)

A. “There will come soft rains and the smell of the ground” B. “Robins will wear their feathery fire / Whistling their whims on a low fence-

wire” C. “And not one will know of war, not one” D. “Not one would mind, neither bird nor tree / If mankind perished utterly”

23. What is different about the structure of the two poems “Hope is the Thing with Feathers” by Emily Dickinson and “Dream Deferred” by Langston Hughes? (RL.5)

A. Dickinson’s poem has well-defined stanzas, while Hughes’s poem has irregular stanzas and irregular rhyme scheme.

B. Dickinson’s poem has extended paragraphs, while Hughes’s poem has well-defined stanzas.

C. Dickinson’s poem has an ABAB rhyme scheme throughout the entire poem, while Hughes’s poem has an AABB rhyme scheme throughout the entire poem.

D. The poems do not have any differences.

24. How is figurative language used in “Hope is the Thing with Feathers” by Emily Dickinson and “Dream Deferred” by Langston Hughes? (RL.5)

A. Both Dickinson and Hughes mainly use personification to develop the main ideas of their poems.

B. Both poems use imagery that appeal to the sense of smell. C. Dickinson’s poem mainly relies on metaphors to develop the idea, while

Hughes’s poem mostly relies on similes to develop the main idea. D. Dickinson’s poem uses a mix of similes and metaphors to develop her idea,

while Hughes’s poems only uses metaphors.

25. Both poems use the word “sore.” The word “sore” was mostly likely used (RL.5) A. To discuss the positive effects of having hopes and dreams. B. To describe a situation that is discomforting. C. To explain how someone can get badly hurt. D. To give advice about how to protect oneself.

Hope is the Thing with Feathers by Emily Dickinson Hope is the thing with feathers That perches in the soul, And sings the tune without the words, And never stops at all, And sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. I've heard it in the chilliest land And on the strangest sea; Yet, never, in extremity, It asked a crumb of me.

Dream Deferred by Langston Hughes What happens to a dream deferred? Does it dry up Like a raisin in the sun? Or fester like a sore --- And then run? 5 Does it stink like rotten meat? Or crust and sugar over--- Like a syrupy sweet? Maybe it just sags Like a heavy load 10 Or does it explode? *Deferred = delayed, suspended

Ansel Adams, Painting with Light By Melanie G. Snyder Ansel Adams is one of the most celebrated photographers in history. His interest in photography began when he was twelve and saw images of the gardener outside his window projected onto his ceiling. His father explained that the effect was known as "camera obscura." Similar to the processes of a camera, the sunlight cast the gardener's image through a gap in the window shade and into the darkened room. Mr. Adams used his own camera to show Ansel how light is reflected through a lens and into a darkened compartment, where the image is burned onto film. Shortly after that, father and son went to the Panama-Pacific International Exposition, an event filled with art, music, and science exhibits. Ansel spent much of his time looking at the paintings, studying how artists used light and shadow in their work. The seeds for his love of photography were planted. On 1 June 1916, Ansel was allowed to indulge his passion for nature when he and his parents boarded a train bound for Yosemite National Park. When they arrived, Ansel's parents gave him a gift—a simple Kodak Box Brownie camera. Ansel scanned the instructions, asked his father for a few pointers, then clambered off on the first of many hikes around Yosemite to photograph the breathtaking mountains, waterfalls, and meadows. He took over thirty photographs on that first trip to Yosemite. But when he returned home and had those photos developed, he wasn't happy with the way most of them turned out. But Ansel didn't let that discourage him. He took more photographs, then went to visit a man named Frank Dittman who owned a film-developing business. Ansel asked Dittman whether he could work in the shop without pay, just to learn more about photography. Dittman agreed and took Ansel and his latest rolls of film into the lab to show him how to develop film into prints. Ansel soon saw the relationship between the way a photo was taken and the final print. He decided that in order to become a better photographer, he needed to practice. He made up a set of work sheets on which he could write down every decision he made when taking a photograph—the type of film he'd use and how it was loaded in the camera, which lens and filters he’d used, and all of the camera settings. He also took notes on the amount of light available when he took each photo. Was it cloudy? Sunny? Were there shadows? Was it morning, midday, or evening when the photo was taken? When he developed his film, he compared the quality of the final prints with the settings he’d used when taking the photographs. This helped him to improve with every photo he took, and he read every book and magazine he could find to learn more.

Ansel soon had plenty of opportunities to practice his photography. Starting when he was eighteen, he spent four summers in Yosemite National Park as a custodian for the Sierra Club headquarters. He led hiking expeditions through Yosemite and captured spectacular photographs with each hike. He created his photos carefully, as though they were paintings like those seen at the Expo. Early in the twentieth century, photography was not considered creative art, but Ansel hoped to change that. He’d seen how the use of light and shade in paintings could bring them to life, and he wanted to use his camera to paint with light. He visualized the story he wanted to tell with each photo. "The picture we make is never made for us alone," he said later. "It is, and should be, a communication—to reach as many people as possible." Photographs, he felt, could create the same strong feelings the paintings at the Expo had aroused in him. Ansel would decide carefully on the subject of each photograph he took, then choose the angle from which to take it, sometimes hiking for miles to find the best vantage point. He studied the movement of sun and clouds, often waiting hours for the perfect light with which to "paint" his photograph. Then, as he developed the film into prints, he found that he could bring his own paintings to life. "When I first made snapshots in and around Yosemite," he said, "I was casually making a visual diary—recording where I had been and what I had seen—and becoming intimate with the spirit of wild places. Gradually my photographs began to mean something in themselves; they became records of experiences as well as of places. People responded to them and my interest in the creative potential of photography grew." Indeed, people did respond to Ansel's photos. His pictures of the wilderness, of people, and of the tiniest details of everyday life captured people's imaginations. Some of his photographs were used to convince the U.S.Congress to establish a new national park at Kings Canyon, California, and during World War II, he photographed a Japanese-American internment camp called Manzanar. He published these pictures in a book called Born Free and Equal to draw attention to the unfair treatment of these U.S. citizens. Later, other Adams photographs were published in President Lyndon Johnson’s report “A More Beautiful America.” In exhibitions around the world, in magazine articles and books, Ansel’s photos were inspiring people, educating them, making them smile or cry. Ansel Adams created over forty thousand photos during his lifetime. Many of them were taken in the wilderness places he loved best. But whether he was photographing grand mountains, everyday people, or a tiny leaf curled up on the ground, his approach to photography was based on his belief in the enormous beauty of the world.

"Once completed," he said, "the photograph must speak for itself," and the stunning photos he took speak volumes. Excerpt from "Ansel Adams: Painting with Light" by Melanie G. Snyder. Copyright © 2000 by Carus Publishing Company. Reprinted by permission of Carus Publishing Company.

26. Which of the following sentences best supports that Ansel Adams’ approach to

photography changed from a hobby to an art form? (RI.8.1) A. “Ansel Adams created over forty thousand photos during his lifetime.” B. “Ansel would decide carefully on the subject of each photograph he took,

then choose the angle from which to take it, sometimes hiking for miles to find the best vantage point.”

C. “People responded to them and my interest in the creative potential of photography grew.”

D. “He studied the movement of sun and clouds, often waiting hours for the perfect light with which to "paint" his photograph.”

27. Which statement best summarizes the central idea of the text? (RI.8.2)

A. Ansel Adams volunteered at a film development company when he was young and developed a foundation for photography.

B. Ansel Adams captured the smallest of details in everyday life, and considered the use of light, shade, and angles before taking a photograph.

C. Ansel Adams approached photography with the desire to capture the experience within the setting or subjects taken, evoking a rang of emotion from his viewers.

D. Ansel Adams put extensive thought and preparation into his photography by documenting the types of film, lens, and filters needed when photographing his subjects.

28. (PART A) Which statement best describes what the use of Ansel Adams’

worksheets show about his dedication to photography? (RI.8.3) A. The worksheets show that Adams was a very poor photographer in the

beginning. B. The worksheets show that Adams thought that photography was a science

and not an art. C. The worksheets show that Adams gave serious consideration to the art of

photography. D. The worksheets show that Adams believed his photographs would someday

be published.

29. (PART B) Which sentence from the text best supports your answer in part A? A. “But when he returned home and had those photos developed, he wasn't

happy with the way most of them turned out.” B. “He also took notes on the amount of light available when he took each

photo.” C. “This helped him to improve with every photo he took, and he read every

book and magazine he could find to learn more.” D. “He published these pictures in a book called Born Free and Equal to draw

attention to the unfair treatment of these U.S. citizens. Later, other Adams photographs were published in President Lyndon Johnson’s report ‘A More Beautiful America.’”

30. Read the line from the text.

"The picture we make is never made for us alone," he said later. "It is, and should be, a communication—to reach as many people as possible." What effect does the author’s use of Adams’ words have on the reader’s understanding of Adams’ work? Select two. (RI.8.5)

A. That Adams was proud about the success he would enjoy B. That Adams intended to share his photography with the public C. That Adams felt pictures are the most important way art can reach people D. That Adams thought about creating art as a way of speaking to the world E. That Adams felt strictly that art should be made for others’ enjoyment

rather than for oneself

31. (PART A) Which of these inferences about the author’s purpose is supported by the text? (RI.8.6)

A. She wants to reveal Ansel Adams’ inspiration. B. She wants to promote Ansel Adams’ publications. C. She wants the reader to consider a career in photography. D. She wants the reader to know how Ansel Adams was raised.

32. (PART B) Which sentence from the text best supports your answer in Part A?

A. “When they arrived, Ansel’s parents gave him a gift – a simple Kodak Box Brownie camera.”

B. “He made up a set of work sheets on which he could write down every decision he made when taking a photograph—the type of film he'd use and how it was loaded in the camera, which lens and filters he’d used, and all of the camera settings.”

C. “He created his photos carefully, as though they were paintings like those seen at the Expo.”

D. “Ansel Adams created over forty thousand photos during his lifetime.”

33. Read the line from the text. “He studied the movement of sun and clouds, often waiting hours for the perfect light with which to "paint" his photograph.” What effect does the author create by using the words “the perfect light with which to ‘paint’ his photograph?” (L.5)

A. The phrase helps the reader see Adams as a painter. B. The phrase suggests that a photograph is the same as a painting. C. The phrase creates a picture of Adams capturing the best moment in

which to produce art. D. The phrase uses language that makes the reader think photography and

painting are simple.

Read the following passage: Again Tomorrow by Elizabeth Walraven The noise of the keyboards started to sound like a song to Stewart. He noticed that often happened to him after lunch. After lunch he would walk out of the cafeteria straight to third block, Introduction to Digital Publishing, or Beginning On-Line Publications, he could not remember. He did not like his classes but after lunch, it got worse. All of the students around him seemed to know exactly what they were doing. They sat down and began hammering away at their keyboards, and Stewart didn't move. He firmly believed that if he didn't know what came next he ought to just wait until it came to him. He looked at the place where his thumb and first finger met. When he looked at the angle they made he thought of the beak of a giant bird, like an eagle. He remembered one day when school let out early and he had taken the subway to the park zoo. There was a Peregrine Falcon at the zoo and when he sharpened his beak on a stone it sounded the same as the noise the students around him were making on the keyboards. Suddenly Stewart was flying from his plastic desk chair out out out of his own head. He thought how it must be to fly like that falcon and he thought of its name again... Peregrine. It sounded like pair-of-grin to him and that made him smirk a little. Pair of grins made him think of those men who dressed as clowns down near the American Museum of Natural History. One of them was always on a unicycle, even when he took a break and got some lunch. The other guy stood behind the unicycle guy and together they would juggle. They would juggle back and forth between the two of them.

Sometimes they juggled oranges and sometimes they would let the bystanders toss in different things and they would juggle whatever they were given. Those guys were fun to watch when you didn't have any money to get into the zoo or the museum. When he thought of the unicycle guy, he remembered a time when that guy cycled over to the hot dog stand and said, "Gimme a dag! Mustard!" (That is how it sounded, like "Dag," and like he was calling the vendor "Mustard.") That really made Stewart giggle a little. He thought if he ever got a dog, maybe he would name him Mustard. He pictured himself walking down 8th Avenue on a busy Saturday. He would have his dog on a leash of course. "Come on, Mustard! Keep up, buddy," he would urge. And Mustard would try, but there would be a million people speeding by on each side and people yelling "Yo!" for cabs and Mustard would get confused by the volume of it all. Mustard was pretty smart, just like Stewart, so he would stop before he got too tangled up. Mustard wouldn't just keep trudging ahead if he didn't understand what he was supposed to do. Stewart would squat down next to Mustard and take his scruffy head in his hands. "Mustard, buddy, I hate getting lost too. Let's just take the subway right back home." He would pick Mustard up and slide him inside his jacket, use his pass to hop the two trains it would take him to grab the 7 train back to Queens. And then Greenpoint, to Roosevelt, to 58th street. He knew the directions in his sleep. By the time they would get home, Mustard would be sound asleep. He could feel Mustard's breathing slow and his started to slow as well. The bell clattered and Stewart awoke with a start. Mr. Waldenmeir barked, "Stewart! Come see me before you leave class!" Stewart gathered his jacket and his book bag and wandered sleepily to Mr.W's desk. "Yes, sir?" "Stewart, what is going on with you? All I am asking of you is a simple brochure! This should be fun—your favorite trip around the city. Don't you have any imagination?" "I do, I just didn't know how to get started. I didn't want to start and be wrong." Mr. Waldenmeir looked Stewart right in the eye. "Stewart, let's just start from the beginning tomorrow. We'll get it done."

34. Read the sentence from the text. Sometimes they juggled oranges and sometimes they would let the bystanders toss in different things and they would juggle whatever they were given. What does the word bystanders most likely mean? (L.8.4) A. Artists B. Cyclists C. Observers D. Performers

35. Choose the sentence that best represents the theme of the text. (RL.8.2)

A. He firmly believed that if he didn't know what came next he ought to just wait until it came to him.

B. After lunch he would walk out of the cafeteria straight to third block, Introduction to Digital Publishing, or Beginning On-Line Publications, he could not remember.

C. There was a Peregrine Falcon at the zoo and when he sharpened his beak on a stone it sounded the same as the noise the students around him were making on the keyboards

D. It sounded like pair-of-grin to him and that made him smirk a little. E. Sometimes they juggled oranges and sometimes they would let the

bystanders toss in different things and they would juggle whatever they were given.

36. Choose the sentence that does not contain any errors in grammar usage. (L.8.1)

A. “Rufus, come, Rufus,” I bellow to my dog as I chased him down the street. B. Mr. Smith comes out of his house and caught my dog before it ran into the

street. C. “Thanks for your help,” I shout across the street to Mr. Smith, who shrugs

as if it was nothing. D. Once Rufus and I were safely home, I gave him a bowl of water, which he

drank as if he were dehydrated.

37. Choose the sentence that does not contain any errors in grammar usage or punctuation. (L.8.3)

A. John brought a bagged lunch, but he did not have time to eat it. B. Every Friday, the cafeteria serves pizza to students on paper plates. C. I bought pizza, and it was eaten by me for lunch. D. Topped with hot fudge sauce, John could not believe I ate the entire sundae.

The following are two versions of the classical fairy tale of Hansel and Gretel. Passage 1 consists of a traditional version of the story, whereas passage 2 is a more modern approach to the story and its plot.

Passage 1: Traditional Version (Hansel and Gretel) A poor woodcutter and his wife had two children named Hansel and Gretel. Their mother died when they were young. Hansel and Gretel were very sad. Soon their father remarried but their stepmother was very cruel. One day, she took the children deep into the forest and left them there. Clever Hansel had some breadcrumbs in his pocket and had dropped them on the way so that they could find their way back home. Alas! The birds ate all the crumbs and they couldn’t find the path that led back home. Hansel and Gretel went deeper and deeper into the forest. They were hungry and tired. Finally, after walking for along time, they saw a cottage made of chocolate, candies, and cake. Hansel and Gretel hungrily ate a chocolate brick. Now, a wicked witch lived there. When she saw Hansel and Gretel, she wanted to eat them. She grabbed the children and locked them in a cage. The witch decided to make a soup out of Hansel and eat him first. She began boiling a huge pot of water for the soup. Just then, Gretel crept out of her cage. She gave the wicked witch a mighty push from behind and the witch fell into the boiling water. She howled in pain and died instantly. Hansel and Gretel found treasure lying around the cottage. They carried it home with them. Their stepmother had died and their father welcomed them back with tears of joy. They never went hungry again!

Passage 2: Modern Version (Hansel and Gretel) In a large house in the middle of the city lived two children, Liam and Olivia. Their parents were poor, due to the global financial crisis and they couldn’t afford to keep their children. They sat together and talked it over. Finally they decided to take the kids into the shopping centre and abandon them there where they would get lost (because shopping centres are getting so big these days.) “Liam, Olivia. We’re going shopping,” declared their mother. “Go away, we’re busy!” snapped Liam, pummeling his Xbox controller. “Mmmmm,” agreed Olivia, through a mouthful of chips. The mother edited the plan. “We’ll go to McDonalds on the way back.” They perked up instantly. The two bratty children were trotting beside their mother. “I’m bored.” whined Olivia. “I’m boreder,” moaned Liam.

“Not a word!” snapped Olivia. “Is!” “Not.” “Is!” “Not.” Their mother took the opportunity to leave. “IS!” “NOT!” Olivia’s eyes grew wide. “Mummy?” she squeaked. “Where is she?” “I don’t know!” Liam said, his voice shaking. Olivia began to cry. They searched the shopping centre for an hour. “How BIG is this place?” said Liam. “I haven’t found an exit,” answered Olivia nervously. “Me neither.” muttered Liam, equally nervous. Liam’s face suddenly lit up. “Whoa!” In front of them was the biggest junk food store they had seen in their lives. The 2 little pigs at once burst into the shop. They looked around and stopped. “Where’s the shopkeeper?” Olivia asked. Liam shrugged. Olivia looked wistfully over at the food. Liam grinned at her. “No one will know if we take a bit.” The two greedy children began to eat. Meanwhile, the old lady who owned the shop tried the door and saw she’d left it open. She walked into the room to see two children eating her precious lollies. She let out an angry yell. “Uh oh.” said Olivia. “Ooops.” Liam was freaking. The lady marched towards them angrily. “What are you doing here?” she roared. They didn’t answer. “You’ve eaten through half my store! You will pay me back all the money you’ve cost me.” The children gulped, knowing they had no money. “We can’t.” Liam whimpered. The woman snarled. “Where are your parents?” she asked savagely. “They left.” Olivia choked. “Could they pay me back?” asked the lady. “They have no money.” squeaked Olivia. An evil plan suddenly formed inside the old lady’s mind. “Where do your parents live?” she asked wickedly. They looked at each other in dismay. “Don’t know.” Liam mumbled. The woman rolled her eyes. “What’s their phone number?” “Oooooh! I know!” said Olivia excitedly, and being very stupid children, they gave the woman their phone number. The woman pushed the children into a cupboard and locked the door. “Your parents will have to choose between their children or their money!” After they had been sitting in the dark for about five minutes, Liam remembered his mobile and dialed 911. The police arrested the lady and the parents and then, Liam and Olivia landed in a foster home.

38. How are the characters of Hansel and Gretel different between the versions? (RL.8.9)

A. In the traditional version, Hansel and Gretel get lost in the woods while in the modern version they are left at the house alone.

B. In the traditional version, Hansel and Gretel are disrespectful to their new stepmother while in the modern version they are sweet and respectful to their parents.

C. In the traditional version, Hansel and Gretel leave breadcrumbs while in the modern version they leave a candy trail

D. In the traditional version, Hansel and Gretel fight for survival from the evil witch while in the modern version they steal from the shop out of greed.

39. In the two versions, which character best portrays the villain of the story? (RL.8.9)

A. The witch or shopkeeper B. The parents/step parents C. Hansel and Gretel D. Liam and Olivia

40. Why might the reader feel sympathy for the parents in the modern version but

not in the traditional version? (RL.8.9) A. The reader may feel sympathy because the parents were divorced in the

modern version while in the traditional version the mother had died and the father remarried.

B. The reader may feel sympathy because the parents in the modern version were struggling financially, which is why they abandoned their kids, but in the traditional version the step-parent just didn’t like the kids.

C. The reader may feel sympathy because the parents in the modern version were hard working while in the traditional they were lazy.

D. The reader may feel sympathy because the parents in the modern version were tired and fed up, while in the traditional version they just didn’t care.

Read the following excerpt: I Saw You by Marion Bastide

I saw you sitting a few tables away, by the door. As I did every afternoon, I was having my coffee before returning home, a home where the strongest presence was your absence. I saw you in the corner, with your back to me, wearing the navy blue dress that I gave you, and that makes you look more serious than you are. You asked the waiter for something, probably the same as always – Coke with ice. I never understood how you could like that drink so much, one of the many things I never understood about you. You took out a cigarette and lit it in that peculiar way you do so you won’t burn yourself and that I’d almost forgotten. Yes, time wears away memories, though one doubts it at first. I saw you turn excitedly toward the door, and he came up to you, put his hands on your shoulders and kissed you on the cheek. I felt a chill. I saw you talking, laughing, playing with fingers intertwined. You asked for the bill, and just afterward, you kissed. He got up to pay the cashier, while you took out your white cane and stood up, groping your way from the table. Then, I got up quickly to open the door for you. My hand grazed your shoulder. You stopped in front of me as if you were looking at me. I saw that you trembled. Your friend came over, thanked me and took you by the hand. I watched you walk toward the subway, and I saw you turn back toward me several times. I simply saw you, but you, I am sure, saw me much more clearly in that dark of your unseeing eyes. Oh, what could have been?

41. What is the meaning of the word ‘grazed’ in the story above? (RL.8.4) A. To wander B. To eat C. To lightly touch D. To stare at

42. How does the woman’s perspective portray suspense at the end of the story?

(RL.8.6) A. She does not care about the man. B. She continues to look back at the man. C. She kisses the other man. D. She has no reaction.

43. What is the meaning of the word ‘intertwined’ in the story above? (RL.8.4) A. To be in between another B. To be jumbled C. To not touch at all D. To be clapping

Teenager Volunteers Have you ever gone to a public park and noticed a lot of trash on the ground? Have you ever read a news story about an adult who is happy because she is learning to read? Or have you heard a neighbor express concern about the extra effort it takes to mow the grass or weed the garden? If your answer is yes to any of these questions, then you already know of ways you can be a volunteer. Teenagers are especially valuable volunteers because of their energy and excitement. A young person can offer to lend a hand with picking up trash along highways and Parks. There is anew park in our neighborhood called Chestnut Park. Teenagers can help someone learn to read or volunteer to help a neighbor with yard work. Volunteering is beneficial for individuals and communities and rewarding for those who donate their time. Volunteering can help teenagers in many ways. The volunteer activity will expose them to something new. This may help them make decisions concerning future careers. Being a volunteer will also look good on a resume. It will broaden teens’ experiences and increase their list of references. Being a volunteer may help teenagers see a need for volunteers. They may continue to volunteer throughout their lives. Teenagers, who make up 25 percent of volunteers in the United States, have many volunteer possibilities in communities. But how can they find out about volunteer activities? They can ask a teacher, a school secretary, or a staff member at the local career center how they can become involved. Local social service agencies and civic organizations usually have many volunteer opportunities available. You probably already have a talent you can share. Are you good at math? Can you program computers? Can you mow lawns? Are you good at fixing things? Someone probably has a need for whatever you can do. So share your talents! Make a difference by becoming a volunteer.

44. Determine which of the following statements was irrelevant to the passage? (RI.8.8)

A. There is a new park in our neighborhood called Chestnut Park. B. Teenagers are especially valuable volunteers because of their energy and

excitement. C. Being a volunteer will also look good on a resume. D. Make a difference by becoming a volunteer.