· web viewanswers will vary; students should discuss how the example helps readers understand...

Jane A. Neil Elementary School 8555 S. Michigan Ave. Chicago, Illinois 60619

* Phone 773.535.3000 * Fax 773.535.3006 * GSR 48 www.neil.cps.edu

Tawane R. Knox, Principal Angela D. Harris, Assistant Principal

Neil Lesson PlanCovid 19 Student Assignments

June 8 - 12, 2020 Teacher Name: Jamesetta Scott Room: 131 6th Grade

Expectations and Goals: SWBAT: Determine a central idea of a text and how it is conveyed using details. Provide a summary without opinions and judgements.

Assignment Schedule

Week 9

Standard(s)/Time Topic Content Assignment

6/8/20

CCSS:RL6.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Objective:Determine the meaning of words and phrases as they are used in a text. Identify figurative la

Literacy

Read: “Assessment ”

Read the article.Source: Measure Up Live (CCSS based)Assessments: Included at the end of the article.

Write

informative/explain

story texts to examine a

topic and convey ideas,

concepts, and

information through the

selection, organization,

and analysis of relevant

content.

Writing Summarize the article. Identify figurative language used in the text.

6/9/20 CCSS:RL6.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;

Objective: Determine the appropriate definition of words that have more than one

Literacy

Read: “On Turning Ten”

Read the article.Take notes and annotate.Review Vocabulary




analyze the impact of a specific word choice on meaning and tone.

9:000 am – 10:00 am

meaning. Summarize and answer questions at the end of the article. Source: Commonlit Reading Passages (CCSS based)Assessments: Included at the end of the article.

Write

informative/explain

story texts to examine a

topic and convey ideas,

concepts, and

information through the

selection, organization,

and analysis of relevant

content.

Informative writing.

WritingSummarize the days article. Use text support in your writing.

6/10/20


9:000 am – 10:00 am

Objective: Differentiate between literal and non-literal meaning.

Literacy

Read: “Explainor: Animals Roles in Human Diseases”

Read the article.Take notes and annotate.Review VocabularySummarize and answer questions at the end of the article. Source: Commonlit Reading Passages (CCSS based)Assessments: Included at the end of the article.

Write informative/explain story texts to examine a topic and convey ideas, concepts, and information through the

Informative writing

Writing Summarize the day’s article using text support and evidence.




selection, organization, and analysis of relevant content.

6/11/20


9:000 am – 10:00 am

Objective:Explain how the author uses language choice to create mood and tone.

Literacy

Read: “Truth and David’s Old Soul.”


Write informative/explain story texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Informative writing

Writing Summarize the day’s article using text support and explicit evidence to support your summary.

6/12/20 Assessment for the weeks standard.

9:000 am – 10:00 am

Objective: Explain how figurative language and literary devices enhance and extend meaning.

Literacy

Read: “Examination Day”





Write informative/explain story texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Informative writing

Writing Working in your journal, explain how the weeks learning went for you. If you could change something, what would it be.

Office Hours:

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Teacher Contact InformationPhone Number: 312-350-3898

Email Address: [email protected]




ON TURNING TENby Billy Collins19956th Grade

Billy Collins (b. 1941) is an award-winning American poet who writes about everyday occurrences to express

the deeper meaning of life. In this poem, the speaker reflects on his youth. As you read “On Turning Ten,” identify the figurative language that the speaker uses to describe being young and growing up.

"Birthday Cake" by The Shifted Librarian is licensed under CC BY-NC-SA 2.0.

[1]

The whole idea of it makes me feel

like I'm coming down with something,

something worse than any stomach ache

or the headaches I get from reading in bad light--

[5]

a kind of measles of the spirit,

a mumps of the psyche,1

a disfiguring2 chicken pox of the soul.

You tell me it is too early to be looking back,

but that is because you have forgotten



Tawane R. Knox, Principal Angela D. Harris, Assistant Principal[10]

the perfect simplicity of being one

and the beautiful complexity introduced by two.

But I can lie on my bed and remember every digit

At four I was an Arabian wizard.

I could make myself invisible

[15]

by drinking a glass of milk a certain way.

At seven I was a soldier, at nine a prince.

But now I am mostly at the window

watching the late afternoon light.

Back then it never fell so solemnly3

[20]

against the side of my tree house,

and my bicycle never leaned against the garage

as it does today,

all the dark blue speed drained out of it.

This is the beginning of sadness, I say to myself,

[25]

as I walk through the universe in my sneakers.

It is time to say good-bye to my imaginary friends,

time to turn the first big number.

It seems only yesterday I used to believe

there was nothing under my skin but light.

[30]



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalIf you cut me I could shine.

But now when I fall upon the sidewalks of life,

I skin my knees. I bleed.

“On Turning Ten” from The Art of Drowning, © 1995, University of Pittsburgh Press. Reprinted with permission, all rights reserved.

Notes

All Definitions Footnotes

1. the mind of a person or group

2. Disfigure (verb) : to spoil or damage the appearance of something




On Turning Tenby Billy Collins 1995

1. RL.2

PART A: Which of the following best summarizes a theme of the poem?

Imagination is constrained by age.

Growing old is a universal fear, even though it feels unique to the individual.

Growing up means letting go of the carefree innocence of childhood.

Nature reflects the human cycle of life.

2. RL.1

PART B: Which of the following phrases best supports the answer to Part A?

“The whole idea of it makes me feel / like I'm coming down with something.” (Lines 1-2)

“But now I am mostly at the window / watching the late afternoon light.” (Lines 17-18)

“Back then it never fell so solemnly / against the side of my tree house, / and my bicycle never leaned

against the garage / as it does today, / all the dark blue speed drained out of it.” (Lines 19-23)

“This is the beginning of sadness, I say to myself, / ... It is time to say good-bye to my imaginary friends, /

time to turn the first big number.” (Lines 24-27)

3. RL.6

Reread lines 5-7: “a kind of measles of the spirit, / a mumps of the psyche, / a disfiguring chicken pox of the

soul.” What does this description reveal about the speaker's attitude towards aging?

The speaker feels physically nauseated by age and older people.

The speaker compares his feelings about growing up to sickness, suggesting that he does not have a

positive outlook on it.

The speaker likens aging to sickness, believing it to be a physically arduous process.

The speaker fears aging because he associates it with sickness and dying.

4. RL.4

Which of the following best describes the tone of stanza 3?

sullen

disgruntled

whimsical



Tawane R. Knox, Principal Angela D. Harris, Assistant Principalsarcastic

5. RL.4

How do diction, imagery, and figurative language develop the tone in stanza 3?

Answers will vary; students should analyze the content of the third stanza and explain how the word

choice, images, etc. develop this tone. For example, the word “solemnly” suggests a level of

seriousness, while the words “leaned” and “drained” imply a physical and emotional amount of

resignation. The images of the “late afternoon light” and the falling sun connote an ending, just as the

narrator is reluctantly accepting the end of their childhood.

6. RL.5

Consider the final stanza of the poem. How does the conclusion contribute to the theme of the poem?

Answers will vary; students should consider the concluding lines of the poem and how it contributes to the

theme of growing up. The narrator used to believe that there was “nothing under [their] skin but light,”

but now (as a ten-year-old) they know they’ll bleed if they fall. This is akin to a loss of childhood and

acknowledgement of aging/vulnerability. At the same time, the speaker is growing up, solidifying as a

person, the blood making the speaker ‘more human.’




EXPLAINER: ANIMALS’ ROLE IN HUMAN DISEASEWildlife, livestock, and pets are the source of most germs that can sicken people.

by Amanda Leigh Mascarelli20136th GradeLexile: 940

While we may not readily think of our pets or farm animals as being dangerous, animals play a significant role in

human disease. In this informational text, Amanda Leigh Mascarelli discusses how humans are impacted by

animals infected with a virus or bacteria. As you read, take notes on how scientists prevent viruses from

spreading further after an outbreak is identified.

"IAEA Trains Veterinary Scientists (05510242)" by IAEA Imagebank is licensed under CC BY-NC-ND 2.0.

[1]

Nearly 75 percent of new, or emerging, infectious diseases in people were first spread by animals. Indeed, half of

all germs known to cause human disease come from other animals. Some sources were birds, bats, and other

types of wildlife. Livestock and pet animals have spread many other diseases. Scientists refer to the infections

that people pick up from animals as being zoonotic (ZOO-oh-NOT-ik).

The germs and other infectious agents that cause these diseases are known as pathogens. Most are microbes

such as viruses or bacteria; others include fungi — even teeny-tiny worms and ticks.

In zoonotic diseases, animals serve as a pathogen’s host.3 Over time, some long-term hosts no longer become

sickened. When a virus commonly lives inside an animal without harming it, that host is now called a reservoir.

For instance, birds — especially ducks — have evolved into a natural reservoir for flu viruses.



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalPathogens move among hosts continuously, explains Jonathan Epstein. A veterinary epidemiologist, he’s a

scientist who studies the spread of disease in animals. (He works at EcoHealth Alliance in New York City.) Many

pathogens will encounter a human host. If that person’s immune system had never yet encountered the microbe,

it would have built up no immunity to fight the germ. That lucky pathogen can now survive and spread to others.

[5]

Understanding how pathogens spread between species can help scientists not only combat current disease

outbreaks, but also prevent or lessen future ones.

For instance, Epstein specializes in viruses whose reservoir is bats. He has been on the trail of numerous viruses

that have spilled over into people from these mammals. Among them: Nipah.

This viral disease started in Southeast Asia during the late 1990s. Workers at a massive pig farm began noticing

troubling symptoms. Their pigs came down with a loud, barking cough and behaved strangely. They twitched and

developed muscle spasms.4 Some pigs died. Tragically, farm workers also started getting sick. In severe cases,

people entered a coma and died.

No virus can survive long outside a living organism. So Epstein teamed up with other experts to hunt the

reservoir animal that had allowed Nipah to enter pigs.

It turned out to be a bat species. It normally stays away from people, living in the nearby rainforest. But when

farmers planted an orchard of mango trees close to their pigpens, bats came by to dine on the juicy fruit. Those

bats shed germy saliva, urine, and feces onto the pigpens below them.

[10]

From 1998 to 1999, Nipah sickened more than 250 people. More than four out of every 10 of these people died.

One million pigs were killed and disposed of to stop the disease’s spread.

It is important not to blame wildlife for diseases, says Kristine Smith, a wildlife veterinarian who works for

EcoHealth Alliance. Instead, she argues, people must become aware of the risks of being in close proximity to

animals and adjust their behavior accordingly.

From Science News for Students, 2013. © Society for Science & the Public. Reprinted with permission.

This article is intended only for single-classroom use by teachers. For rights to republish Science News for Students articles in

assessments, course packs or textbooks, visit: https://societyforscience.org/permission-republish

Notes



Tawane R. Knox, Principal Angela D. Harris, Assistant Principal1. farm animals

2. Microbes, also known as microorganisms, are too small to be seen by the unaided eye.

3. a plant or animal on or in which another organism lives

4. a sudden and uncontrollable muscle movement

5. nearness in space to something




Explainer: Animals’ Role in Human Diseaseby Amanda Leigh Mascarelli 2013

1. RI.2

PART A: Which statement identifies the central idea of the text?

It is safer to avoid all contact with animals than to risk contracting a virus.

Animals help the humans they come into contact with build an immunity to diseases.

Diseases that seriously harm animals have little to no effect on humans.

Humans can contract dangerous diseases after coming into contact with infected animals.

2. RI.1

PART B: Which quote from the text best supports the answer to Part A?

“Some sources were birds, bats, and other types of wildlife. Livestock and pet animals have spread many

other diseases.” (Paragraph 1)

“In zoonotic diseases, animals serve as a pathogen’s host. Over time, some long-term hosts no longer

become sickened.” (Paragraph 3)

“Some pigs died. Tragically, farm workers also started getting sick. In severe cases, people entered a

coma and died.” (Paragraph 7)

“It is important not to blame wildlife for diseases, says Kristine Smith, a wildlife veterinarian who works

for EcoHealth Alliance.” (Paragraph 11)

3. RI.5

How does paragraph 11 contribute to the development of ideas in the text?

It advises readers on what to do with their knowledge about infected animals.

It discourages readers from coming in contact with certain animals.

It puts the blame on humans for contracting diseases from infected animals.

It tells readers what they should do if they contract a disease from an infected animal.

4. RI.3

What is the relationship between studying animal diseases and protecting humans?

By studying animals, scientists can learn about the sources of certain diseases and prevent them from

spreading further.



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalBy studying animals, scientists can determine which species humans are no longer allowed to come in

contact with.

By studying animals, scientists can cure the infected animals so that they no longer spread diseases to

humans.

By studying animals, scientists can learn how they develop their immunity to certain viruses and apply it

to humans.

5. RI.3

How does the author’s discussion of the shared virus between the pigs and the bats help us understand

animals’ role in human disease?

Answers will vary; students should discuss how the example helps readers understand how humans are

exposed to animal viruses. In the text, the author explains how the virus moved from bats to pigs and,

eventually, to humans. The author emphasizes how serious these viruses contracted from animals can

be, stating, “farm workers also started getting sick. In severe cases, people entered a coma and died”

(Paragraph 7). Next, students should discuss how scientists determined that bats were introducing the

virus to the pigs, stating, “bats came by to dine on the juicy fruit. Those bats shed germy saliva, urine,

and feces onto the pigpens below them” (Paragraph 9). While bats didn’t come in direct contact with

humans, they infected the livestock that the humans directly interacted with. Although scientists

eventually determined the source of the virus and how to prevent it from spreading further, for two

years the Nipah virus “sickened more than 250 people. More than four out of every 10 of these people

died” (Paragraph 10). All in all, this example helps readers better understand how humans can be

infected by diseases through their contact with animals and just how serious the situation can become.




TRUTHby Nikki Grimes20177th Grade

Nikki Grimes is an African American author, poet, and journalist. Grimes is well known for her award-winning

books written for children and young adults. This poem appeared in her book One Last Word, a collection inspired

by poems from The Harlem Renaissance that follow the "Golden Shovel" form. In this poetic form, the poet takes

a "striking line" from an inspirational poem and uses words from that inspirational line in a new poem. The

striking line then appears, word for word, at the end of the lines in the new poem. This poem uses the first line of

Jean Toomer’s “Storm Ending” as its striking line. As you read, identify the alliteration and the effect it has on

the poem.

"Rain Storm Colorado Springs Colorado" by David is licensed under CC BY 2.0.

[1]

The truth is, every day we rise is like thunder —

a clap of surprise. Could be echoes of trouble, or blossoms

of blessing. You never know what garish1 or gorgeously

disguised memories-to-be might rain down from above.

[5]

So, look up! Claim that cloud with the silver lining. Our

job, if you ask me, is to follow it. See where it heads.

“Truth” from One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes. Copyright © 2017 by Bloomsbury Publishing Inc.




Notes

1. Garish (adjective) : excessively vivid, showy, or bright




Truthby Nikki Grimes 2017

1. RL.2

PART A: Which of the following identifies the theme of the poem?

Honesty is the key to a good life.

The weather can help predict the future.

You can choose to be positive and embrace uncertainty.

Any day can be a bad day, depending on how you look at it.

2. RL.1

PART B: Which detail from the text best supports the answer to Part A?

“The truth is, every day we rise is like thunder — / a clap of surprise.” (Lines 1-2)

“Could be echoes of trouble, or blossoms / of blessing.” (Lines 2-3)

“gorgeously / disguised memories-to-be might rain down from above” (Lines 3-4)

“Our / job, if you ask me, is to follow it. See where it heads.” (Lines 5-6)

3. RL.4

PART A: How does the author’s word choice contribute to the tone of the poem?

It conveys how it is better to approach the future with humor.

It stresses that the future is not always predictable.

It portrays a sense of anxiety about the future.

It emphasizes how ominous the unknown is.

4. RL.1

PART B: Which quote from the text best supports the answer to Part A?

“The truth is, every day we rise is like thunder —” (Line 1)

“Could be echoes of trouble, or blossoms / of blessing.” (Lines 2-3)

“So look up! Claim that cloud with the silver lining.” (Line 5)

“Our / job, if you ask me, is to follow it.” (Lines 5-6)

5. RL.4

Alliteration is the repetition of the same letter or sound at the beginning of a word. How does the poet

develop the poem’s tone through the use of alliteration?



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalAnswers will vary; students should discuss how the author’s use of alliteration reflects their positive

outlook on the future. For instance, the speaker states that it “Could be echoes of trouble, or

blossoms / of blessing.” (Lines 2-3). Rather than draw attention to the problems that have occurred in

the past, Grimes emphasizes the “blossoms / of blessing” through alliteration. This stresses Grimes’s

hopeful outlook on the future. Next, students can discuss the alliteration of “garish or gorgeously”

(Line 3). Grimes uses this phrase to draw attention to the range of possibilities represented by the

memories, and while they may present themselves in different ways, the memories are powerful

overall. Finally, students should discuss how the author uses alliteration in the phrase “Claim that

cloud” to direct the reader’s attention to the importance of focusing on the positive experiences, as

the speaker asserts that they should “claim” the clouds that have a “silver lining” (Line 5).




DAVID'S OLD SOULby Nikki Grimes20177th Grade

Nikki Grimes is an African American author, poet, and journalist. Grimes is well known for her award-winning

books written for children and young adults. This poem appeared in her book One Last Word, a collection inspired

by poems from the Harlem Renaissance that follow the "Golden Shovel" form. In this poetic form, the poet takes

a "striking line" from an inspirational poem and uses words from that inspirational line in a new poem. The

striking line then appears, word for word, at the end of the lines in the new poem. This poem uses the third line of

Langston Hughes’s “The Negro Speaks of Rivers,” as a speaker describes becoming a man. As you read, take

notes on the figurative language the author uses to describe the speaker.

"Willow River Falls" by spellgen is licensed under CC BY-NC-ND 2.0.

[1]

As far back as I can remember, my

mother has called me “an old soul.”

I never understood. But now that our family has

dwindled1 to just Mom and us kids, I’ve grown

[5]

into a man. You do what you have to. “David, dig deep,”

is the whisper in my ear. So I stand strong like

a tree my baby brothers can lean on. I try to be the



Tawane R. Knox, Principal Angela D. Harris, Assistant Principalraft that helps carry them over this life’s rough rivers.

“David’s Old Soul” from One Last Word: Wisdom from the Harlem Renaissance by Nikki Grimes. Copyright © 2017 by Bloomsbury

Publishing Inc.

Notes

1. Dwindle (verb) : to diminish in size




David's Old Soulby Nikki Grimes 2017

1. RL.2

PART A: Which of the following identifies the theme of the poem?

Parents often treat their kids like adults, forcing them to grow up too soon.

Kids are often expected to take care of their siblings over themselves.

When kids take on more responsibility, they grow up faster.

Adults are not as compassionate or selfless as kids.

2. RL.1

PART B: Which lines from the poem best support the answer to Part A?

“my / mother has called me ‘an old soul.’ / I never understood.” (Lines 1-3)

“now that our family has / dwindled to just Mom and us kids, I’ve grown / into a man” (Lines 3-5)

“‘David, dig deep,’ / is the whisper in my ear.” (Lines 5-6)

“I try to be the / raft that helps carry them over this life’s rough rivers.” (Lines 7-8)

3. RL.4

How does the phrase “You do what you have to” contribute to the tone of the poem (Line 5)?

It develops a frustrated tone, as the speaker has no control over his situation.

It conveys an angry tone, as the speaker refuses to change his situation.

It introduces a resigned tone, as the speaker accepts his new responsibilities.

It establishes a proud tone, as the speaker feels good about his new responsibilities.

4. RL.4

How does the figurative language in the last three lines of the poem contribute to its overall meaning?

Answers will vary; students should describe that speaker and explain how he tries to be strong as he takes

on more responsibility. In the first simile, the speaker states, “I stand strong like / a tree” (Lines 6-7).

This simile emphasizes the strength and stability that the speaker provides for his brothers.

Additionally, it also emphasizes that the speaker has an “old soul,” as stronger trees are usually older.

Next, students should discuss the metaphor: “I try to be the / raft” (Lines 7-8). By comparing himself to

a raft, the speaker is stressing that he is the one that supports his brothers, and holds them up. This

metaphor works with the final metaphor the speaker uses, in which he compares life to “rough rivers”



Tawane R. Knox, Principal Angela D. Harris, Assistant Principal(Line 8). The figurative language used in the last three lines emphasizes the importance of the

speaker’s role in his family, and the essential support he provides for his brothers.




EXAMINATION DAYby Henry Slesar19587th GradeLexile: 740

Henry Slesar (1927-2002) was an American author and playwright. He’s known for his use of irony and

unexpected endings. In this short science fiction story, a boy is required by the government to take an

intelligence exam once he turns 12 years old. As you read, take notes on how the parents describe and react to

the upcoming exam.

"untitled" by Phil Hearing is licensed under CC0.

[1]

The Jordans never spoke of the exam, not until their son, Dickie, was twelve years old. It was on his birthday that

Mrs. Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her

husband to answer sharply.

“Forget about it,” he said. “He’ll do all right.”

They were at the breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed youngster

with flat blond hair and a quick, nervous manner. He didn’t understand what the sudden tension was about, but

he did know that today was his birthday, and he wanted harmony above all. Somewhere in the little apartment

there were wrapped, beribboned packages waiting to be opened, and in the tiny wall-kitchen something warm

and sweet was being prepared in the automatic stove. He wanted the day to be happy, and the moistness of his

mother’s eyes, the scowl on his father’s face, spoiled the mood of fluttering expectation with which he had

greeted the morning.

“What exam?” he asked.

[5]



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalHis mother looked at the tablecloth. “It’s just a sort of Government Intelligence test they give children at the age

of twelve. You’ll be taking it next week. It’s nothing to worry about.”

“You mean a test like in school?”

“Something like that,” his father said, getting up from the table. “Go and read your comics, Dickie.” The boy rose

and wandered towards that part of the living room which had been “his” corner since infancy. He fingered the

topmost comic of the stack, but seemed uninterested in the colorful squares of fast-paced action. He wandered

towards the window, and peered gloomily at the veil of mist that shrouded1 the glass.

“Why did it have to rain today?” he said. “Why couldn’t it rain tomorrow?”

His father, now slumped into an armchair with the Government newspaper rattled the sheets in vexation.2

“Because it just did, that’s all. Rain makes the grass grow.”

[10]

“Why, Dad?”

“Because it does, that’s all.”

Dickie puckered his brow. “What makes it green, though? The grass?”

“Nobody knows,” his father snapped, then immediately regretted his abruptness.

Later in the day, it was birthday time again. His mother beamed as she handed over the gaily-colored 3g

packages, and even his father managed a grin and a rumple-of-the-hair. He kissed his mother and shook hands

gravely with his father. Then the birthday cake was brought forth, and the ceremonies concluded.

[15]

An hour later, seated by the window, he watched the sun force its way between the clouds.

“Dad,” he said, “how far away is the sun?”

“Five thousand miles,” his father said.

Dickie sat at the breakfast table and again saw moisture in his mother’s eyes. He didn’t connect her tears with

the exam until his father suddenly brought the subject to light again.

“Well, Dickie,” he said, with a manly frown, “you’ve got an appointment today.”

[20]

“I know Dad. I hope — ”



Tawane R. Knox, Principal Angela D. Harris, Assistant Principal“Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants to

know how smart you are, Dickie. That’s all there is to it.”

“I get good marks in school,” he said hesitantly.

“This is different. This is a — special kind of test. They give you this stuff to drink, you see, and then you go into a

room where there’s a sort of machine — ”

“What stuff to drink?” Dickie said.

[25]

“It’s nothing. It tastes like peppermint. It’s just to make sure you answer the questions truthfully. Not that the

Government thinks you won’t tell the truth, but it makes sure.”

Dickie’s face showed puzzlement, and a touch of fright. He looked at his mother, and she composed her face into

a misty smile.

“Everything will be alright,” she said.

“Of course, it will,” his father agreed. “You’re a good boy, Dickie; you’ll make out fine. Then we’ll come home and

celebrate. All right?”

“Yes sir,” Dickie said.

[30]

They entered the Government Educational Building fifteen minutes before the appointed hour. They crossed the

marble floors of the great pillared lobby, passed beneath an archway and entered an automatic lift4 that brought

them to the fourth floor. There was a young man wearing an insignia-less5 tunic, seated at a polished desk in

front of Room 404. He held a clipboard in his hand, and he checked the list down to the Js and permitted the

Jordans to enter.

The room was as cold and official as a courtroom, with long benches flanking metal tables. There were several

fathers and sons already there, and a thin-lipped woman with cropped black hair was passing out sheets of

paper.

Mr. Jordan filled out the form and returned it to the clerk. Then he told Dickie: “It won’t be long now. When they

call your name, you just go through the doorway at the end of the room.” He indicated the portal with his finger.

A concealed loudspeaker crackled and called off the first name. Dickie saw a boy leave his father’s side

reluctantly and walk slowly towards the door.



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalAt five minutes to eleven, they called the name of Jordan.

[35]

“Good luck, son,” his father said, without looking at him. “I’ll call for you when the test is over.”

Dickie walked to the door and turned the knob. The room inside was dim, and he could barely make out the

features of the grey-tunicked attendant who greeted him.

“Sit down,” the man said softly. He indicated a high stool beside his desk. “Your name’s Richard Jordan?”

“Yes, sir.”

“Your classification number is 600-115. Drink this, Richard.”

[40]

He lifted a plastic cup from the desk and handed it to the boy. The liquid inside had the consistency of buttermilk,

tasted only vaguely of the promised peppermint. Dickie downed it and handed the man the empty cup.

He sat in silence, feeling drowsy, while the man wrote busily on a sheet of paper. Then the attendant looked at

his watch and rose to stand only inches from Dickie’s face. He unclipped a pen like object from the pocket of his

tunic and flashed a tiny light into the boy’s eyes.

“All right,” he said. “Come with me, Richard.”

He led Dickie to the end of the room, where a single wooden armchair faced a multi-dialed computing machine.

There was a microphone on the left arm of the chair, and when the boy sat down, he found its pinpoint head

conveniently at his mouth.

“Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give your

answers into the microphone. The machine will take care of the rest.”

[45]

“Yes, sir.”

“I’ll leave you alone now. Whenever you want to start, just say “ready” into the microphone.”

“Yes, sir.”

The man squeezed his shoulder and left.

Dickie said, “Ready.”



Tawane R. Knox, Principal Angela D. Harris, Assistant Principal[50]

Lights appeared on the machine, and a mechanism whirred. A voice said: “Complete this sequence. One, four,

seven, ten...’

Mr. and Mrs. Jordan were in the living room, not speaking, not even speculating.6

It was almost four o’clock when the telephone rang. The woman tried to reach it first, but her husband was

quicker.

“Mr. Jordan?”

The voice was clipped: a brisk, official voice.

[55]

“Yes, speaking.”

“This is the Government Educational Service. Your son, Richard M Jordan, Classification 600-115 has completed

the Government examination. We regret to inform you that his intelligence quotient7 is above the Government

regulation, according to Rule 84 Section 5 of the New Code.”

Across the room, the woman cried out, knowing nothing except the emotion she read on her husband’s face.

“You may specify by telephone,” the voice droned on, “whether you wish his body interred8 by the Government,

or would you prefer a private burial place? The fee for Government burial is ten dollars.”

"Examination Day" by Henry Slesar (c) Henry Slesar 1958. Reprinted by permission of the author's estate.

Notes

All Definitions Footnotes

1. Shroud (verb) : to cover so as to hide from view

2. Vexation (noun) : the state of being annoyed, frustrated, or worried

3. bright or cheerful in appearance

4. a term for an elevator

5. lacking a symbol or logo

6. Speculate (verb) : to form a theory about something without any real evidence



Tawane R. Knox, Principal Angela D. Harris, Assistant Principal7. a degree or amount of a quality or characteristic

8. to place a corpse in a grave or tomb




Examination Dayby Henry Slesar 1958

1. RL.2

PART A: Which statement best expresses a theme of the short story?

It’s better to downplay your own intelligence.

The government has been known to violate people’s rights.

High intelligence can be viewed as a dangerous thing.

People have higher expectations for children as they grow up.

2. RL.2

PART B: Which detail from the text best supports the answer to Part A?

“They were at the breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed

youngster with flat blond hair and a quick, nervous manner.” (Paragraph 3)

“‘Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants

to know how smart you are, Dickie. That’s all there is to it.’” (Paragraph 21)

“‘Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give

your answers into the microphone. The machine will take care of the rest.’” (Paragraph 44)

“‘We regret to inform you that his intelligence quotient is above the Government regulation, according

to Rule 84 Section 5 of the New Code.’” (Paragraph 56)

3. RL.3

What do the questions Dickie asks his father between paragraphs 4-17 reveal about Dickie’s character?

They suggest that Dickie doesn’t usually get along with his father.

They show how curious Dickie is about how the world works.

They stress that Dickie isn’t as intelligent as he claims.

They show how much Dickie relies on his father for simple ideas.

4. RL.3

How does knowledge of the exam affect Dickie’s mom and dad?

Dickie’s mom becomes anxious and sad, while Dickie’s dad becomes easily irritated.

Dickie’s mom and dad express doubt that their son is ready for the exam.

Dickie’s mom and dad stress about preparing their son for the exam.



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalDickie’s mom is not bothered by the exam, while Dickie’s dad is upset about it.

5. RL.5

How does the author use irony to contribute to the story’s meaning? Use details from the story to support

your answer.

Answers will vary; students should discuss that the reason for Dickie’s failure is the opposite of what

readers expect, emphasizing the theme that intelligence can be viewed as dangerous. When Dickie’s

father explains the exam to Dickie, he states, “‘The Government wants to know how smart you are,

Dickie. That’s all there is to it’” (Paragraph 21). Even when Dickie’s father claims, “‘This is different.

This is a — special kind of test,’” readers continue to assume that the government is testing the extent

of Dickie’s intelligence (Paragraph 23). It’s not until the very end of the story when the Government

Educational Service calls Dickie’s parents and reveals that he failed because “his intelligence quotient

is above the Government regulation, according to Rule 84 Section 5 of the New Code” (Paragraph 56).

It was at this point that we realized the government was testing children to see if they were too

intelligent and disposing of them accordingly. In all, the resolution of the story is ironic because it’s the

opposite of what readers expect but it emphasizes the theme that intelligence can be viewed as

dangerous.



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalR Learning Covid 19 RL6.4 W9 Scott - Question Set | 10 Questions | 10 Points

Everyone Loves Mama’s Sauce!

1 Every Sunday, Mama Messina made her spaghetti sauce. “I make the best

spaghetti sauce in the entire world,” she said as she stirred the mix of basil, tomatoes, and

onions on the stove. Her sauce took a lot of effort. In fact, it took a whole day to make.

2 First, Mama Messina shopped for the fresh vegetables. Only the best would do!

She chose the brightest green basil, big bunches of leaves. She prodded the ruby-red

tomatoes to make sure they were at the peak of ripeness. She looked for firm onions and

garlic, too. Sometimes, she would go to several different stores to get what she needed.

Back home, she scrubbed all the vegetables and chopped them up. Next, she carefully put

everything into the huge pot and slowly cooked it over a low flame. Every hour or so, Mama

Messina would come back into the kitchen to stir the sauce. As the sauce simmered, the

whole house smelled like a summer garden.

3 Last Sunday, family members came into the kitchen, drawn by the delicious

smell. “Sauce for dinner! I can hardly wait,” Angelo said as he dipped a spoon into the

sauce.

4 “Get your hands out of there!” Mama Messina scolded. “Leave the sauce alone!”

5 An hour later, Papa Messina came into the kitchen. He looked around to make

sure that Mama Messina wasn’t in the kitchen. Then he dipped a chunk of bread into the

sauce. “That is so good,” he said, munching on the bread. “Out of my sauce! Out of my

kitchen!” Mama Messina shouted, sneaking up behind her husband. He left, still munching

on the delicious bread and sauce.

6 At 4:00, Maria walked into the kitchen. By now, the sauce was cooling. She

dipped a spoon in and sighed with happiness. “That’s it!” Mama yelled. “I’m putting my

sauce outside to cool. I can’t trust anyone in this house to wait for dinner!” She took the big



Tawane R. Knox, Principal Angela D. Harris, Assistant Principalpot of sauce and put it on the table on the porch. She closed the door and finished the rest

of the meal, making the salad, spaghetti, and bread. When everything was ready, she went

to get the sauce.

7 “Oh no!” she moaned. A flock of birds was eating the sauce! “Birds in my sauce!”

she yelled to her family.

8 “Well, everyone loves your sauce!” her family said with a smile.

1

Which of the following is an example of figurative language from 'Everyone Loves Mama's

Sauce!'?

A. 'Every hour or so, Mama Messina would come back into the kitchen to stir

the sauce.'

B. 'Sometimes, she would go to several different stores to get what she

needed.'

C. 'As the sauce simmered, the whole house smelled like a summer garden.'

D. 'Back home, she scrubbed all the vegetables and chopped them up.'

Passages/Stimuli Item #36061



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalEveryone Loves Mama's Sauce!

2

Read this sentence from 'Everyone Loves Mama's Sauce!'

Back home, she scrubbed all the vegetables and chopped them up.

Which sense does this image appeal to most strongly?

A. touch

B. hearing

C. sight

D. taste

Passages/Stimuli

Everyone Loves Mama's Sauce!

Item #56610

3

In paragraph 2, the author creates a mood of—




A. dread

B. confusion

C. mystery

D. excitement

Passages/Stimuli


Item #100852

4

The repeated use of the words Mama and Messina, and spaghetti and sauce, in the story is an

example of

A. simile.

B. metaphor.

C. personification.

D. alliteration.




Passages/Stimuli


Item #108658

Hopeby Karen Hesse

It started out as snow,

oh,

big flakes

floating

softly,

catching on my sweater,

lacy on the edges of my sleeves.

Snow covered the dust,

softened the

fences,

soothed the parched lips

of the land.



Tawane R. Knox, Principal Angela D. Harris, Assistant PrincipalAnd then it changed,

halfway between snow and rain,

sleet,

glazing the earth.

Until at last

it slipped into rain,

light as mist.

It was the kindest

kind of rain

that fell.

Soft and then a little heavier,

helping along

what had already fallen

into the

hard-pan

earth

until it

rained,

steady as a good friend

who walks beside you,

not getting in your way,

staying with you through a hard time.

And because the rain came

so patient and slow at first,

and built up strength as the earth

remembered how to yield,



Tawane R. Knox, Principal Angela D. Harris, Assistant Principalinstead of washing off,

the waterslide in,

into the dying ground

and softened its stubborn pride,

and eased it back toward life.

And then,

just when we thought it would end,

after three such gentle days,

the rain

came

slamming down,

tons of it,

soaking into the ready earth

to the primed and greedy earth,

and soaking deep.

It kept coming,

thunder booming,

lightning

kicking,

dancing from the heavens

down to the prairie,

and my father

dancing with it,

dancing outside in the drenching night

with the gutters racing,

with the earth puddled and pleased,

with my father’s near-finished pond filling.




When the rain stopped,

my father splashed out to the barn,

and spent

two days and two nights

cleaning dust out of his tractor,

until he got it running again.

In the dark, headlights shining,

he idled toward the freshened fields,

certain the grass would grow again,

certain the weeds would grow again,

certain the wheat would grow again too.

—May 1935

5

Why does the poet use the words patient (line 36) and dancing (line 58) to describe the

rainstorm?

A. to show the difficulty that farmers have making a living

B. to suggest that people are like the rainstorm




C. to criticize the earth for flooding

D. to personify the rainstorm

Passages/Stimuli

Hope

Item #17760

6

Which image from the poem most strongly appeals to your sense of touch?

A. sleet,/glazing the earth.

B. steady as a good friend/who walks beside you,/not getting in your way

C. slamming down,/tons of it,/soaking into the ready earth

D. It kept coming,/thunder booming,

Passages/Stimuli

Hope

Item #49798

7




The poet most likely describes the earth as having 'parched lips'

A. to make the earth seem like a human being.

B. to show the odd red clay-color of the earth.

C. to describe the sound the earth makes as it absorbs the water.

D. to identify with the earth, as they are similar.

Passages/Stimuli

Hope

Item #122928

8

Why does the writer personify the land and the rain?

A. to show that the speaker is a young person

B. to suggest that the father is an imaginative person




C. to make the story's situation come alive for readers

D. to add humor to a poem on a serious subject

Passages/Stimuli

Hope

Item #125659

Everyone Loves Mama’s Sauce!

1 Every Sunday, Mama Messina made her spaghetti sauce. “I make the best

spaghetti sauce in the entire world,” she said as she stirred the mix of basil, tomatoes, and

onions on the stove. Her sauce took a lot of effort. In fact, it took a whole day to make.

2 First, Mama Messina shopped for the fresh vegetables. Only the best would do!

She chose the brightest green basil, big bunches of leaves. She prodded the ruby-red

tomatoes to make sure they were at the peak of ripeness. She looked for firm onions and

garlic, too. Sometimes, she would go to several different stores to get what she needed.

Back home, she scrubbed all the vegetables and chopped them up. Next, she carefully put

everything into the huge pot and slowly cooked it over a low flame. Every hour or so, Mama

Messina would come back into the kitchen to stir the sauce. As the sauce simmered, the

whole house smelled like a summer garden.

3 Last Sunday, family members came into the kitchen, drawn by the delicious

smell. “Sauce for dinner! I can hardly wait,” Angelo said as he dipped a spoon into the

sauce.

4 “Get your hands out of there!” Mama Messina scolded. “Leave the sauce alone!”




5 An hour later, Papa Messina came into the kitchen. He looked around to make

sure that Mama Messina wasn’t in the kitchen. Then he dipped a chunk of bread into the

sauce. “That is so good,” he said, munching on the bread. “Out of my sauce! Out of my

kitchen!” Mama Messina shouted, sneaking up behind her husband. He left, still munching

on the delicious bread and sauce.

6 At 4:00, Maria walked into the kitchen. By now, the sauce was cooling. She

dipped a spoon in and sighed with happiness. “That’s it!” Mama yelled. “I’m putting my

sauce outside to cool. I can’t trust anyone in this house to wait for dinner!” She took the big

pot of sauce and put it on the table on the porch. She closed the door and finished the rest

of the meal, making the salad, spaghetti, and bread. When everything was ready, she went

to get the sauce.

7 “Oh no!” she moaned. A flock of birds was eating the sauce! “Birds in my sauce!”

she yelled to her family.

8 “Well, everyone loves your sauce!” her family said with a smile.

9

The reader could most likely conclude that Mama—

A. wished her family would not bother her

B. hated Papa for stealing a taste of the sauce




C. enjoyed the attention her family gave her

D. loved to make her family laugh with those birds

Passages/Stimuli


Item #26294

10

Look at the word web. Which phrase belongs in the center circle?

A. all the characters in the story

B. all the people who speak in the story

C. everyone who tastes Mama's sauce

D. all the characters who help make the sauce

Passages/Stimuli


Item #44768

· web viewanswers will vary; students should discuss how the example helps readers understand...

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