Web viewAll lessons cover competencies found on the English II SATP and should have been covered in...

Richland High School Lesson Plan Template S/Y 2014-2015

Teacher(s): Awad Subject/Grade Level: English II

Unit Title: Review Date(s) of Implementation: 3/18 – 5/22

Common Core/Mississippi Framework Objectives (List all that apply)

CCR – W.9-10.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant supporting evidence W.9-10.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

W.9-10.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9-10.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. RL.9-10.1/RI9-10.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL9-10.2/RI9-10.2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL9-10.3/RI9-10.3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL9-10.4/RI9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

RL9-10.6/RI9-10.6 – Assess how point of view or purpose shapes the content and style of a text.L9-10.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL9-10.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard – W.9-10.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

W.9-10.2 – Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content

W.9-10.3 – Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

W.9-10.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

W.9-10.5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. RL9-10.1/RI9-10.1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL9-10.2/RI9-10.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL9-10.3/RI9-10.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL9-10.4/RI9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone. RL9-10.6/RI9-10.6 – Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. L9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

At the end of this Unit, students will know:

What narrative, informative, and persuasive texts look like How to identify claims and counterclaims

How to best organize a piece of writing based on its purpose How to use text structures and text features to organize a text

What a formal and objective tone looks like in writing How to determine the credibility of a source

What textual evidence is What an inference is and how to use textual evidence to reach a

logical conclusion How to read closely to find explicit and inferential answers in a

text How to write an objective summary

How to explain how the elements of a story affect or interact with one another

How to classify point of view How to analyze how an author develops the points of view of

characters and narrators Why authors choose different points of view

The significance of various literary devices, including figurative language and imagery

How an author`s choice of language impacts mood and theme When to capitalize words

How to use different types of phrases correctly Where to place clauses and phrases within sentences

How to maintain the proper verb tense within sentences

I Can Statements…..

I can analyze substantive (influential) topics or texts to determine an argument that causes or has caused a debate in society.I can choose a side of the argument and identify claims and

counterclaims.I can support claims and counterclaims with textual evidence.

I can define common organizational/text features and determine the structures that will allow me to organize complex ideas best.I can present my information maintaining an objective tone and

formal style that includes an introduction, supporting details, varied transitions, and a concluding statement.

I can use narrative techniques to develop experiences and events.I can identify the writing style (argumentative, informative, narrative) that best fits my task, purpose, and audience.I can compose a clear and logical piece of writing that

demonstrates my understanding of a specific writing style.I can define textual evidence.

I can define inference and explain how a reader uses textual evidence to reach a logical conclusion.

I can read closely and find answers explicitly in a text and answers that require inference.

I can analyze an author’s words and determine multiple pieces of textual evidence needed to support questions.

I can define summary and compose an objective summary stating the key points without adding my own opinions or feelings.

I can identify the elements of a story or drama and explain how they interact and affect one another.

I can classify point of view.I can analyze how an author develops the points of view of

characters and narrators by revealing thoughts, feelings, actions, and spoken words.

I can identify various literary devices.I can explain how an author’s choice of language impacts mood or

theme.I can determine when to capitalize words.

I can use appropriate phrases and clauses correctly.I can correctly use different verb tenses.

Integrating the Curriculum: How do you incorporate other subjects in this unit?Non-fiction texts will be used some days as a part of daily reading practice (DRP) bellringers to incorporate history and science. Students use USA Testprep daily, which does incorporate non-fiction texts on subjects related to history and science. Class discussions may include current events news stories; students may be expected to write their own texts based on non-fiction texts that incorporate history and science-based topics.How will the lessons be connected to “real world” experiences?Non-fiction videos and texts will be used to incorporate real-life events and to engage students with current events. Class discussions will allow students to share their own experiences.

Differentiation: How will the lesson be differentiated to meet the learning needs of ALL students? List those students with IEP’s, 504 rulings, and those in TIER 2 and 3, along with their accommodations/interventions:

Read test items and test directions out loud to individual student or group - repeating and/or paraphrasing only directions when needed.Cue student to stay on taskSeat near point of instructionTalk to student away from peersInitiate interaction with student

Day 1 Date: _______3/23________________Instructional Strategies

☐ Identifying Similarities & differences☐ Summarizing & Note Taking☐ Effort & Providing recognition☐ Nonlinguistic☐ Cooperative Learning☐ Setting Objectives & Providing Feedback☐ Generating & Testing Hypotheses☐ Cues, Questions, and Graphic Organizers☐ Journals☐ Response Logs☐ Writing Process☐ Read Aloud/ Locate specific information in a passage☐ Make generalizations & draw conclusions from a passage☐ ____________________________________________

Prework/Bellringer:Bellringer – multiple choice

ASSESSMENTHow will students be assessed? List any formative and summative assessments that will be used:

USA Testprep provides daily formative assessments.

How will the students remain engaged?

The teacher will encourage the students to stay on task with one-on-one feedback and small-group discussions. The teacher will provide personalized instruction thorough the use of USA Testprep. The teacher will incorporate real-life, relevant examples in class discussions.

How will the lesson connect to the next day’s lesson?

Since it is the last 9 weeks, we are now working on reviewing. We are starting by working on some common grammar errors that (based on a diagnostic test) students are struggling with. Today we are reviewing verb tenses. We will continue going over this and other related objectives in the next class. All lessons cover competencies found on the English II SATP.

What will this lesson look like? Describe the teacher procedures and student procedures, including activities

Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.Verb Tenses – The teacher will lead students through a PowerPoint about simple, progressive, and perfect verb tenses. Students will participate in guided practice.Written response – Students will be given prompts that require them to write using a particular mode of writing and a particular tense. We will share with the class after and identify the tense and mode.USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency.

SAMR: How will technology be incorporated into this lesson?

Students will use USA Testprep and Edgenuity. We will also use a PowerPoint.

How does this lesson build off of prior knowledge?

All lessons cover competencies found on the English II SATP and should have been covered in earlier English classes. Today’s lesson connects with previous lessons on grammar as well as all other objectives we’ve covered this year. The grammar objective we cover today was identified as a weakness based on multiple diagnostic tests.Students show progress through the use of USA Testprep.

Essential Question/Guiding Questions:What do good writers do?What’s my purpose and how do I develop it?Writing clearly: What makes a difference?What do good readers do?Am I clear about what I just read? How do I know?Author’s choice: Why does it matter?Why do the rules of language matter?How can using figurative language enhance the writing or reading of a story?How does connotation change the meaning of the text?

Day 2 Date: _______3/24________________

Instructional Strategies☐ Identifying Similarities & differences☐ Summarizing & Note Taking☐ Effort & Providing recognition☐ Nonlinguistic☐ Cooperative Learning☐ Setting Objectives & Providing Feedback☐ Generating & Testing Hypotheses☐ Cues, Questions, and Graphic Organizers☐ Journals☐ Response Logs☐ Writing Process☐ Read Aloud/ Locate specific information in a passage☐ Make generalizations & draw conclusions from a passage☐ ____________________________________________







Since it is the last 9 weeks, we are now working on reviewing. We are starting by working on some common grammar errors that (based on a diagnostic test) students are struggling with. Today we are reviewing active and passive verbs. We will continue going over this and other related objectives in the next class. All lessons cover competencies found on the English II SATP.


Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.Worksheet – Students will complete a worksheet to review verb tenses. We will review the answers.Active/passive voice – The teacher will lead students through a PowerPoint about active and passive voice and when to use each. Students will participate in guided practice.Choose the best voice – Students will be given a short text to analyze; they must identify the sentences that use incorrect voice and rewrite them correctly. They will then answer questions (in multiple-choice, SATP format) about the passage, including questions from other competencies. We will go over the answers afterward.USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency.




All lessons cover competencies found on the English II SATP and should have been covered in earlier English classes. Today’s lesson connects with previous lessons on grammar as well as all other objectives we’ve covered this year. The grammar objective we cover today was identified as a weakness based on multiple diagnostic tests. It also builds on the last lesson on verbs and verb tenses.Students show progress through the use of USA Testprep.


Day 3 Date: __________3/25_____________








Since it is the last 9 weeks, we are now working on reviewing. We are starting by working on some common grammar errors that (based on a diagnostic test) students are struggling with. Today we are reviewing active and passive verbs. We will continue going over this and other related objectives in the next class. All lessons cover competencies found on the English II SATP.


Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.Worksheet – Students will complete a worksheet to review verb tenses. We will review the answers.Active/passive voice – The teacher will lead students through a PowerPoint about active and passive voice and when to use each. Students will participate in guided practice.Choose the best voice – Students will be given a short text to analyze; they must identify the sentences that use incorrect voice and rewrite them correctly. They will then answer questions (in multiple-choice, SATP format) about the passage, including questions from other competencies. We will go over the answers afterward.USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency.




All lessons cover competencies found on the English II SATP and should have been covered in earlier English classes. Today’s lesson connects with previous lessons on grammar as well as all other objectives we’ve covered this year. The grammar objective we cover today was identified as a weakness based on multiple diagnostic tests. It also builds on the last lesson on verbs and verb tenses.Students show progress through the use of USA Testprep.


Day 4 Date: _______3/26________________






The teacher will encourage the students to stay on task with one-on-one feedback and small-group discussions. The teacher will provide personalized instruction thorough the use of USA Testprep. The teacher will incorporate real-life, relevant examples in class discussions.How will the lesson connect to the next day’s lesson?

Since it is the last 9 weeks, we are now working on reviewing. We are starting by working on some common grammar errors that (based on a diagnostic test) students are struggling with. Today we are reviewing subordination. We will continue going over this and other related objectives in the next class. All lessons cover competencies found on the English II SATP.


Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.Subordination – The teacher will lead students through an interactive whiteboard lesson about subordination. Students will participate in guided practice.Passage and worksheet - Students will read a passage and identify all of the subordinating clauses. They will then answer questions (in multiple-choice, SATP format) about the passage, including questions from other competencies. We will go over the answers afterward.USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency.


Students will use USA Testprep and Edgenuity. We will also use an interactive whiteboard lesson.




Day 5 Date: _______3/27________________






The teacher will encourage the students to stay on task with one-on-one feedback and small-group discussions. The teacher will provide personalized instruction thorough the use of USA Testprep. The teacher will incorporate real-life, relevant examples in class discussions.How will the lesson connect to the next day’s lesson?

Since it is the last 9 weeks, we are now working on reviewing. We are starting by working on some common grammar errors that (based on a diagnostic test) students are struggling with. Today we are reviewing subordination. We will continue going over this and other related objectives in the next class. All lessons cover competencies found on the English II SATP.


Bellringer – multiple choice – Students will answer a question from the SATP Student Review Guide for English II or USA Testprep.Subordination – The teacher will lead students through an interactive whiteboard lesson about subordination. Students will participate in guided practice.Passage and worksheet - Students will read a passage and identify all of the subordinating clauses. They will then answer questions (in multiple-choice, SATP format) about the passage, including questions from other competencies. We will go over the answers afterward.USA Testprep/Edgenuity – Students will work individually through assignments on either USA Testprep or Edgenuity. Assignments are individualized according to each student’s lowest competency.


Students will use USA Testprep and Edgenuity. We will also use an interactive whiteboard lesson.




Summative Assessment

The Peachtree Road Race: A Race Like No OtherBy: David Matherne

1 A common golfer cannot play in the Masters or British Open with the world’s best-known golfers, nor can the average tennis player play against the world’s best at Wimbledon. No teenager just learning to drive can bank the turns with professional drivers at the Daytona 500. However, in the sport of road racing, common people and novice joggers can lace up and be in the same race as the world-class runners competing to win it all. The Peachtree Road Race in Atlanta, GA is the world’s largest 10K, boasting 55,000 runners who line up for blocks at 7:30am to run down Atlanta’s most famous street. Only a handful, however, really have a legitimate chance to win the prestigious crystal peach and the $15,000 first place prize that comes with it. The Peachtree Road Race is unique as a road race in three distinctive ways: it is run on the 4th of July, it has a rich tradition, and it is the most competitive 10K in the world.

2 One thing that makes the Peachtree Road Race special is that it takes place each year on Independence Day. (1) American flags are waved down Peachtree Street, and nearly everywhere red, white, and blue is seen. Many runners choose to wear stars-and-stripes as a part of their racing outfit, but no one is allowed to wear costumes in this serious race. That means no Statues of Liberty are officially allowed running down the road, as with other large festive races such as the Bay-to-Breakers 12K in San Francisco. (2) Because the Peachtree is run on a holiday, most people have the day off. (3) They either run the race or cheer on the runners from either side of the street. There are tens of thousands of spectators all along the course.

3 Not only is the race special because it takes place on a special day, but it also has a rich, over three-decade tradition. While the Boston Marathon can declare it is the oldest road race in America, few 10K’s can claim they’ve been around longer than the Peachtree Road Race. (4) The race began modestly in 1970. (5) There were only 110 people in the race. By 1980, just ten years later, the race had grown from 110 runners to over 20,000 people and had nearly outgrown the four-lane street. One thing the Peachtree Road Race is known for is the colorful, artful t-shirts. (6) Given only to those who finish the challenging course, the t-shirt is a big reason why so many of the 55,000 run the race. Another long-standing tradition is the Fräbel-designed crystal peach to the top ten men instead of a trophy. Another fixture each year is the competitive wheelchair race that precedes the footrace and lures the fastest wheelchair racers in the world. The winners complete the race in about 18-19 minutes. Of course, the wheelchair competitors are not the only ones who compete at a world-class level.

4 For its entire existence, the Peachtree Road Race has boasted Olympic-level victors. Olympic marathoner Jeff Galloway won the (7) opening race in 1970 when traffic was not even blocked off for the race, and runners had to run in the far right-hand lane. Other American Olympians like Frank Shorter, Don Kardong Craig Virgin, and Ed Eyestone each got his crystal peach. Despite not offering prize money for the first decade, (8) the race somehow got the best American runners the country had to offer. Yet, with the addition of prize money that rivaled any 10K prize purse in the world, elite international runners began toeing the line. Runners from Africa, Europe, and South America all began to make Peachtree a tradition of their own. Since the mid-80’s, Kenyans have dominated the men’s side, while the women’s winners have come from all parts of the globe: New Zealand, Norway, Germany, South Africa, the U.S., and only recently Kenya.

5 It is easy to see why the Peachtree Road Race has become a popular tradition for both the competitive world-class athlete and the weekend jogger alike. (9) A footrace down one of the most well-known streets in the South on the 4th of July is alone enough to make a runner want to become part of the tradition. Add to that mix--the amazing crowd cheering loudly for the entire race, the prestigious t-shirt, and the ability to run in the same race as those on running magazine covers--and you have the recipe for the world’s best 10K road race.1) What is the BEST way to rewrite sentence (1) to make it more coherent?

A) American flags--red, white, and blue--are waved everywhere down Peachtree.

B) Red, white, and blue is seen everywhere and American flags are waved everywhere down Peachtree.

C) Red, white, and blue flags that represent the United States of America are waved by race spectators everywhere along the route down Peachtree Street.

D) Spectators wave American flags along Peachtree Street, and both runners and spectators alike are wearing or displaying red, white, and blue everywhere.

2) Which statement is considered the thesis of the essay?

A) The main thing that makes the Peachtree Road Race more special than any other road race is that it takes place each year on Independence Day.

B) The Peachtree Road Race in Atlanta, GA is the world’s largest 10K, boasting 55,000 runners who line up for blocks at 7:30am to run down Peachtree Street.

C) A common golfer cannot play in the Masters or British Open with the world’s best-known golfers, nor can the average tennis player play against the world’s best at Wimbledon.

D) The Peachtree Road Race is unique as a 10K road race in three distinctive ways: it is run on the 4th of July, it has a rich tradition, and it is the most competitive 10K in the world.

3) Which is the BEST way to revise the sentence labeled (9)? A) A footrace may be a well-known reason enough to get a runner to be a part of the tradition or running in the Peachtree.B) A footrace in the South on the 4th, down a famous street, may be a reason to get a runner to be a part of the tradition alone.C) A footrace alone may be enough of a reason for a runner to want to run down one of the most well-known streets on the 4th of July in the South.D) A footrace down one of Atlanta's most famous streets on the Fourth of July might be enough to make a runner want to become part of the Peachtree tradition.

4) A writer uses different sources to put an essay like this together. Which of these would he or she be LEAST likely to have used in his research for this essay? A) a race guide or packetB) previous years' newspaper articlesC) the race director’s interview notesD) a Kenyan’s post-race comments on the local news

5)The Peachtree Road Race is unique as a 10K road race in three distinctive ways: it is run on the 4th of July, it has a rich tradition, and it is the most competitive 10K in the world.Which is the BEST meaning for rich as it is used in this sentence from the first paragraph?

A) excessiveB) interestingC) murkyD) wealthy

6) Which analogical statement correctly illustrates the relationship between novice and world-class as seen in the first paragraph? A) Novice is to world-class as deafening is to loud.B) Novice is to world-class as destitute is to wealthy.C) Novice is to world-class as inexpensive is to cheap.D) Novice is to world-class as valuable is to significant.

7) Considering the essay's formality, audience, and purpose, which phrase would BEST describe the purpose of this essay? A) to persuade a potential runner to join the raceB) to narrate a history of the event for the sake of entertainmentC) to inform the media of this year’s elite international competition

D) to persuade a world-class runner to participate in the Peachtree Road Race

8) Which answer choice shows a change in a phrase that would make the passage less formal?

A) "run the race" changed to "participate in the race"

B) "on Independence Day" changed to "the Fourth of July"C) "most people have the day off" changed to "most people skip work"D) "wear stars-and-stripes outfits" changed to "wear multi-colored outfits"

9) The writer uses connotations that A) are neutral.B) suggest positive things about Olympic runners.C) suggest negative things about the Peachtree Road Race.D) suggest positive things about the Peachtree Road Race.

10) Which of these statements LEAST reveals the author's favorable bias toward the Road Race? A) Not only is the race special because it takes place on a special day, but it also has a rich, over three-decade tradition.B) By 1980, just ten years later, the race had grown from 110 runners to over 20,000 people and had nearly outgrown the four-lane street.C) It is easy to see why the Peachtree Road Race has become a popular tradition for both the competitive world-class athlete and the weekend jogger alike.

D) Add to that mix--the amazing crowd cheering loudly for the entire 6.2 mile race, the prestigious t-shirt, and the ability to run in the same race as those on running magazine covers--and you have the recipe for the world’s best 10K road race.

11)Another fixture each year is the competitive wheelchair race that precedes the footrace and lures the fastest wheelchair racers in the world.

What can the reader infer from this sentence about the Peachtree Road Race route? A) The route is 6.2 miles in length.B) The route is handicapped accessible.C) The route is only for wheelchair athletes.D) The route takes less than 20 minutes to complete.

12) What conclusion can readers make about the race by reading the first paragraph? A) Golfing is much easier than running a marathon.B) The Peachtree Road Race is still in its infancy.C) Wimbleton is the most prestigious golf tournament in the world.D) Amateur runners can race alongside seasoned professionals in this marathon.

13) Which of these statements BEST summarizes the main idea of paragraph 2? A) Spectators and runners both make the race special.B) The race is different than other races run on holidays.

C) People dress patriotically to celebrate Independence Day.

D) The Peachtree is special because it is run on an important holiday.Conserving Energy and Preserving the Environment

By: Bureau of Transportation Statistics: US D.O.T.

THE ROLE OF TRANSPORTATION

I. Introduction

1 As the United States strives to achieve greater energy efficiency and independence and to improve the environment, the role of transportation has become paramount. America consumes more energy and produces more pollution in mobility and travel than in any other activity. It follows that any serious effort to reduce our dependence on foreign oil and make significant additional progress on the environment must address the way Americans travel. This study examines the role of public transportation in conserving energy and reducing pollution. The data show that traveling by public transportation, per person and per mile, uses significantly less energy and produces substantially less pollution than comparable travel by private vehicles. We find that increasing the role of public transportation can provide the most effective strategy available for reducing energy consumption and improving the environment without imposing new taxes and government regulations on the economy or consumers.

2 Our communities, the economy and much of our lives are organized around our ability to travel easily and efficiently from home to work or school, to shop or play, to receive medical care or just for the sheer pleasure of traveling. (1) This freedom has certain costs that accompany its many benefits. (2) Vehicles, public and private, have to be purchased and operated; (3)roads must be built and maintained; laws must be enforced so many people can travel at the same time; and (4) hundreds of thousands of accidents inevitably occur.

3 The most fundamental costs of mobility, however, involve the energy required to move people and goods over any distance, and the pollution released as this energy is burned. As shown in Table 1, in 2000 Americans consumed more energy moving from place to place than industry used to produce all of its goods. All forms of transportation also consumed almost four times the energy of all residential uses and more than six times the energy of all commercial uses. Moreover, petroleum products provide virtually all of the fuel used for transportation, while other sectors use more diverse, efficient, and environmentally friendly sources of energy.

4 Energy and environmental costs are built into all forms of mobility by mechanical means, but personal and political choices can reduce the fuel and pollution "overhead" associated with a given level of mobility. The primary approach for lowering these costs involves developing and using technologies that reduce either the fuel required to move people and goods, or the amount of pollution associated with burning that fuel. The most prominent regulatory strategies developed to advance this approach are the Corporate Average Fuel Efficiency (CAFE) and auto-emission standards for private automobiles. The non-regulatory strategy with the greatest potential for achieving the same results is greater use of public transportation, because on a per-person, per-mile basis, public transportation is much more energy efficient and much less polluting than private automobiles.A Note about Categories and Years

5 In comparing public and private transportation, we include vehicle travel within metropolitan areas; we do not include trips between metropolitan areas. The category of public transportation used here covers all buses, commuter rail and light and heavy rail within a metropolitan area. The category of private vehicles used here includes passenger cars and "other 2axle 4-tire vehicles," which covers SUV s and light trucks.

6 In each case, we use the most recent and comprehensive data available. The energy section draws on 1998 data on travel by private and public transportation, because 1998 is the latest year for which data on energy consumption by private vehicles is available (1999 data on energy use by public transportation systems is available). The analysis of public transportation and the environment draws on 1999 data, because that is the most recent data available on pollution emissions by public and private vehicles.

7 (5)The most recent data show that the current use of public transportation is a major source of energy savings. Moving a person over a given distance by public transportation consumes, on average, about half the energy of moving a person the same distance by private automobile, sports-utility vehicle (SUV), or light truck.

8 Over the 42.5 billion passenger miles traveled on public transportation in 1998, the energy benefits add up to nearly 107 trillion British thermal units (BTUs). 2 As we will show, these energy benefits are comparable to the energy consumed by various manufacturing industries. These energy savings are also equal to 99 percent of the energy used by the beverage and tobacco industries, and more than four times all the energy used to manufacture apparel. Finally, these energy benefits are equivalent to about one-fourth of the energy used to heat American homes in 1997 (the most recent data).3

9 Greater use of public transportation can offer a powerful conservation strategy that could substantially reduce our dependence on imported oil. There is no other technology or approach other than increased use of public transportation that, for every trip it is used, has the energy impact of nearly doubling the fuel efficiency of automobiles.14) What is the primary TONE of this passage?

A) comically satiricalB) strident and militantC) factual and persuasiveD) bitter and disappointed

15) Which of these BEST identifies the use and impact of text elements in this document? A) Only boldfaced print style and bulletted lists are used to provide direction to statistical data.

B) Headings and captions are frequently used to guide the reader to specific content in this D.O.T. document.

C) Other than brief use of an italicized font and a capitalized heading, few text elements are used to guide the reader.D) Varying print styles and captions are frequently used to accentuate specific content information and comprehensive data.

16) Which BEST describes the organizational method used in this passage? A) spatial orderB) simple listing

C) comparison/contrast

D) chronological orderThe Prophet

By: Kahlil Gibran

Love gives naught but itself and takes naught but from itself. Love possesses not nor would it be possessed;For love is sufficient unto love.When you love you should not say, ‘God is in my heart,’ but rather, ‘I am in the heart of God.’5

And think not you can direct the course of love, for love, if it finds you worthy, directs your course.Love has no other desire but to fulfill itself.But if you love and must needs have desires, let these be your desires:To melt and be like a running brook that sings its melody to the night.10

To know the pain of too much tenderness.

To be wounded by your own understanding of love;And to bleed willingly and joyfully.To wake at dawn with a winged heart and give thanks for another day of loving;To rest at the noon hour and meditate love’s ecstasy;15

To return home at eventide with gratitude; And then to sleep with a prayer for the beloved in your heart and a song of praise upon your lips.17)

To melt and be like a running brook that sings its melody to the nightWhat is the BEST interpretation of this figurative phrase from the selection?

A) to let your love flow freely allowing many to feel its joyB) to sit by a stream in the evening and sing to your loveC) to melt in the arms of the one you loveD) to run and sing and dance at night

18)Love gives naught but itself and takes naught but from itself.

Love possesses not nor would it be possessed;For love is sufficient unto love.

What personality trait would you give to Love based on these lines from the selection? A) beautiful

B) dangerous

C) possessiveD) unselfish

19) Which emotion is personified in this poem? A) joyB) loveC) painD) tenderness

20)And think not you can direct the course of love, for love, if it finds you worthy, directs your course.

Which figurative device is used in this sentence from the passage? A) hyperboleB) metaphorC) onomatopoeiaD) personification

21) Which BEST explains the use of figurative language in line 13? A) Onomatopoeia is used to make the passage more realistic.B) Situational irony is used to express the pleasures of love.C) Sarcasm is used to express the uselessness of pursuing love.D) Verbal irony is used to express the desires and pain of love.

22) Choose the sentence that shows correct verb usage. A) We go to the store and bought bread yesterday.B) We went to the store and buyed bread yesterday.C) We went to the store and bought bread yesterday.D) We gone to the store and bought bread yesterday.

23) Choose the sentence that shows INCORRECT verb usage.

A) I did my homework and went to baseball practice.B) I have done my homework and gone to baseball practice.C) I have done my homework and went to baseball practice.D) I went to practice, and then I went home to do my homework.

24)Calen has ___________ more than 5000 meters to prepare for the swim meet.

Choose the form of the verb that best completes the sentence. A) swamB) swimC) swimmedD) swum

25) Choose the sentence that contains an error in verb usage. A) Most watercolorists begin with a blank canvas.B) Then they will sketch their design using a pencil.C) To fly like a bird has long been a dream of humanity.D) The original pencil lines will be disappeared under all those layers.

26)(1) Once dry, Ts'ai Lun discovered that he had created a quality writing surface that was relatively easy to make and lightweight. (2) He took the inner bark of a mulberry tree and bamboo fibers, mixed them with water, and pounded them with a wooden tool. (3) He then poured this mixture onto a flat piece of coarsely woven cloth and let the water drain through, leaving only the fibers on the cloth.

(4) The person credited with inventing paper is a chinese man named Ts'ai Lun.Which sentence contains a capitalization error?

A) Sentence 1B) Sentence 2C) Sentence 3D) Sentence 4

27)The protagonist in F. scott Fitzgerald's famous book The Great Gatsby is Nick Carraway.

Read the sentence and then choose the word that should be capitalized. A) ProtagonistB) ScottC) correctD) famous

28)John's grandfather wrote a book about president Lincoln's inauguration.

Which word in the sentence should be capitalized? A) bookB) grandfatherC) inaugurationD) president

29) Which sentence contains an error involving a dangling modifier? A) My room sparkled after I finished cleaning and dusting it.B) As I looked back over my shoulder, I saw the sun begin to set.C) While filling the tank with gas, some of it spilled on the pavement.D) To qualify for the team, players must shoot at least five under par.

30) Which sentence is CORRECT and does not contain a dangling modifier? A) Slipping on the ice, the sidewalk had no traction.B) Mustering all his courage, he slowly opened the door.C) Driving down the street, the dog was hit by the truck.D) Studying all weekend, the television was never turned on.

31) Which sentence is written in the passive voice? A) The bike fell off its stand.B) During the movie, we ate buttered popcorn.C) After the alarm sounded, the children calmly exited the building.D) The game was won by the Atlanta Braves after nine laborious innings.

32) Which sentence is written in the active voice?

A) Janine's idea was liked by everyone.

B) The fundraiser was planned by the band.C) The trombone player suggested a carwash to raise money.

D) Enough money was raised by the band to buy a new travel bus.

33) Which of these sentence contains a subordinate clause? A) The dairy farmers headed for America for a new life.B) Terri bought the ingredients, but John baked the cookies.C) They lived for a while in New York but moved to California after a year.D) Because they were penniless, the young men lived on dry bread and whatever wild fruit they could find.

34)Tyler was too tired to concentrate on the difficult questions.

If you wanted to include the phrase, "after studying all night for the big exam," which would be the most effective expansion of this sentence? A) After studying all night for the big exam, the questions were difficult because Tyler was too tired.B) After studying all night for the big exam, the questions were too difficult for Tyler to concentrate on.C) After studying all night for the big exam, Tyler was too tired to concentrate on the difficult questions.D) After studying all night, the difficult questions on the big exam were too difficult for Tyler to concentrate on.

Is Grammar Important?By: Carole Jenkins

(1) Do you moan and groan whenever a teacher says that you need to improve your grammar? (2) Do you take offense when someone tells you that you made a mistake in grammar? (3) Do you feel that studying and learning grammar is boring and unnecessary? (4) I hated studying grammar when I was in school.

(5) English is a very tricky language loaded with many rules and just as many exceptions to those rules. (6)By knowing these rules and exceptions, you'll be a better reader, writer, listener, and speaker. (7)Communicating with others is what it's all about.

(8) Organizing a sentence so that it gets across your intended meaning is important. (9) In order to do this, you have to know the parts of a sentence (subject, predicate, phrase, clause, etc.) and the parts of speech (noun, verb, adjective, etc.) (10) Knowing the elements of a sentence and how sentences are structured can help you to get across your intended meanings in your writing and speaking. (11) You will also understand others as you read and listen.

(12) Knowledge and understanding of English grammar can help you to see patterns of different languages and dialects as you read and study literature. (13) Learning a foreign language, such as French or Spanish, is based on your mastery of the basic rules of English grammar. (14) Understanding the tenses of verbs, subject-verb agreement, sentence structure, and parts of speech form the foundation for learning new languages.

(15) As you read and study assignments in all of your classes, knowing basic grammar can help you to comprehend the text. (16) When you come across a difficult passage, analyzing the sentence structure can often help you to figure out the meaning of difficult sentences. (17) This can lead to an analysis and understanding of an author's

writing style and can, in turn, lead to comprehension of the text.

(18) You are probably wondering how all of the rules and their exceptions will be remembered by you. (19) Don't worry! (20) There are many grammar guides and style manuals available to help you. (21) These are quick references that can be consulted as the need arises. (22) Even your English teacher who has been teaching for thirty years relies on a reference book now and then!

(23) Have I convinced you that the study of grammar is important and well worth your effort? (24) I hope so!35) What is the BEST way, if any, to rewrite Sentence (18)?

A) Leave as is.

B) You are probably wondering how all of the rules and their exceptions you will ever learn.

C) How you will ever learn and remember all of the rules and their exceptions you are probably wondering.D) You are probably wondering how you will ever learn and remember all of the rules and their exceptions.

Date post:	02-Feb-2018
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