Small Group - Unit 1 Rotation 2 - Extra Practice Study Guide Items

Small Group – Unit 1 Rotation 2 – Extra Practice Study Guide Items

ANSWER KEY

Hanging Fire / Translating Grandfather’s House

Audre Lorde /  E. J. Vega

Possible reponses:

    1.   Answers will vary. Students might respond that the speaker worries about dying because she is anxious and concerned with all the things she sees as negatives in her life. She is worried that she won’t live long enough to escape her youth, and she seems to feel alone because she repeatedly mentions her mother is in the bedroom with the door closed. DOK 2

    2.   The speaker changes the drawing because his teacher believes the original is not his grandfather’s house but something from a Zorro movie. The speaker gives up trying to convince her and simply draws what she expects to see. DOK 3

    3.   (a) Both speakers feel misunderstood and slighted; the girl deserved to be on the math team, and the boy is accused of inventing his grandfather’s house. DOK 2
(b) Students may respond that the speaker in “Hanging Fire” might prefer to be in the future, when the problems of being fourteen years old have passed; the speaker in “Translating Grandfather’s House” might prefer the past, living near his grandfather. DOK 3

    4.   The teacher and the mother are both inaccessible to the speakers—both speakers could use support and validation from those adults. DOK 2

RETEACH ANSWER KEY

 FORMS OF POETRY

    1.   “Paul Revere’s Ride”

    2.   Simple rural life in Innisfree, Ireland.

PRACTICE ANSWER KEY

 FORMS OF POETRY

A.   1.   Excerpt #2

       2.   the cherry tree

B.   1.   King Arthur

       2.   A cloud

       3.   He is lonely, he is wandering, viewing nature from above.

RETEACH ANSWER KEY

 ETYOMOLOGY

A.   1.   aggressive; Latin; act of hostility. The dog was always aggressive when it heard the delivery truck come into the driveway.

       2.   consensus Latin; to be in agreement. The consensus of all of the committee members was that they needed to find a funding source for the water quality projects.

       3.   malevolent; Latin; ill-disposed or spiteful. Thomas was malevolent after the weather constantly thwarted his outdoors plans.

       4.   trajectory: Latin; to throw over or across. The satellite’s trajectory was calculated to take it on direct path to Mars.

PRACTICE ANSWER KEY

 ETYOMOLOGY

A.   1.   C

       2.   D

       3.   B

       4.   A

B.   1.   When Ronda arrived home she made profuse apologizes for her lateness.

       2.   He was very lethargic while answering my questions.

       3.   The amiable students liked the teacher’s lesson, so they were paying close attention.

       4.   It seemed so trite to keep hearing the same phrases repeated over and over again.

C.   I was lethargically typing my essay because the topic was really boring. The triteness of the assignment was commented on by all of the students.

RETEACH ANSWER KEY

 WORD CHOICE

A.   Answers will vary.

       1.   world will end in fire

       2.   what I’ve tasted of desire

       3.   formal; I hold with those who favor fire.

       4.   fire/desire; twice/ice

B.   Answers will vary.

       1.   The descriptive words of the world ending in fire paints a picture of great destruction.

       2.   The poet is explaining how he understands the results of an experience that he actually had.

       3.   The casualness of informal language would not have demonstrated the poet’s need to express his opinion.

       4.   There are only two lines that rhyme only once. The others repeat the rhyme. These two lines express the most negative words in the poem—hate.

PRACTICE ANSWER KEY

 WORD CHOICE

A.   1.   Answers will vary.

       2.   It bent in the undergrowth. It wanted wear. As just as fair.

       3.   The casualness of informal language would not have expressed the poet’s opinion as strongly.

       4.   ages and ages hence

B.   Answers will vary.

       1.   The poet’s descriptive words paints a picture of the traveler standing in a forest with two paths.

       2.   The poet is personifying the path and uses a simile to describe why he chose the path that he did.

       3.   The casualness of informal language would not have explained a turning point in the poet’s life and the impact of making that decision.

       4.   The repetition of the words explains that time has passed in the poet’s life.