High School

1. High School Stand-Alone Items 2010-2012

2. 7 Jason is writing a biography about former Supreme Court Justice Thurgood Marshall. Which of these would be the least useful source of information for his paper? • A. A timeline about Marshall, his education, his career and political involvement • B. A documentary describing Marshall’s leadership during the civil rights movement • C. A website video of a speech that Marshall gave during his career as a Supreme Court Justice • D. A magazine article about Marshall’s careers as a civil rights lawyer and a Supreme Court Justice Analysis 8: Analyze usefulness of resources (Reading GLEs 2.3.2, 3.1.1) 2012

3. 8 Read the poster. • Which persuasive device is used in the poster? • A. Peer pressure • B. Testimonial • C. Repetition • D. Transfer Help Your Community and Help Yourself! Since the Service Learning Challenge began in 2005, hundreds of local students have reached out to the community through meal delivery and transportation services for the disabled, after-school and weekend recreation events for community children, and organizing blood drives for the local hospital. By becoming involved, Service Learning Challenge volunteers discovered the personal benefits that come from helping others. “I didn’t know how rewarding volunteering could be. Joining the Service Learning Challenge has been a great experience, and I recommend other students get involved.” —Brett Farston, 2009 valedictorian Give just a few days a year and realize all you can accomplish. www.servicechallenge*@.edu Critical Thinking 9: Analyze author’s purpose and evaluate effectiveness for different audiences (includes fact/opinions; author’s point of view, tone, and use of persuasive devices) (Reading GLEs 2.4.2, 2.4.3, 2.4.4) 2012

4. 10 Read the paragraph. • Yesterday after school, Jenna practiced her guitar instead of • doing her homework assignment. This morning her ride to • school never showed up and she had to walk in the rain. • Consequently, she arrived at school soaking wet, frustrated • and without her homework. • Use information from the text to provide the cause for the given effect. Cause Effect Analysis 6: Compare and contrast using elements of the text(s) (Reading GLEs 2.3.1, 2.4.6) 2011

5. 11 Read the poster. Use information from the poster to complete the Venn diagram by providing two similarities. Crestwood High School Fall Production Join the Cast as an Actor or Crew Member Students interested in becoming involved in the Crestwood High School Fall play should follow the guidelines listed below. Applications for both positions, actors and crew, can be picked up in the school office. Acting scripts may be checked out from the office and returned after auditions. Thursday, October 1st, students interested in acting roles should meet in the school lunchroom at 3:00 prepared to submit their application and audition by reading lines from pages 1 or 2 of the script. Tuesday, October 6th, students interested in crew member jobs should meet in the school auditorium at 3:00 to submit their application and meet with the stage crew supervisor, Mr. Ramirez. All production members need to be available daily after school from October 3rd– November 25th. Analysis 7: Make connections (cause and effect) within a text (Reading GLE 2.3.1) 2011

6. Actor Crew • Tuesday, October 6th • School auditorium • Meet with Mr. Ramirez • Scripts checked out • from school office • Thursday, October 1st • School lunchroom • Read lines from script • _____________________ • _____________________ • Submit an application • Available daily after school Oct. 3rd –Nov. 25th 2011

7. 12 Which sentence contains an example of personification? • A. The annoyed cat, curled up on his bed, gave a wide, cavernous yawn, and with a final glare to the noisy room, went back to sleep. • B. Like a neon rooster, the alarm clock fills my room each morning with a dreadful screech and sickening green light. • C. The sun winked from behind the bank of gray clouds. • D. Softly, slowly, the spider slipped behind the sofa. Literary Analysis 05: Demonstrate understanding of literary elements and devices (genres; story elements such as plot, character and setting; simile; metaphor; alliteration; personification; problem/resolution) and graphic elements (Reading GLEs 2.2.2, 2.2.3, 2.3.3) 2010

8. 13 Use the sentence below to answer the question. • After tabulating the judges’ final scores for all the • contestants, the principal proudly announced the winner of • this year’s talent show. • What does tabulating mean? _______________________ Comprehension 04: Understand and apply content vocabulary critical to the meaning of the text (Reading GLE 1.3.2) Reasonable definitions may include, but are not limited to: Figuring Totaling Estimating Calculating 2010

9. 14 Amber has chosen the construction of Egyptian pyramids as the topic for her research paper. Which of these books would be the best source of information for her paper? • A. Egyptian Geography: A Study of an Ancient Land • B. Egyptian Pharaohs: Growing Up as a Leader • C. Egyptian Society: An In-depth Look at Egypt. • D. Egyptian Architecture: Tombs and Treasures Analysis 08: Analyze usefulness of resources (Reading GLEs 2.3.2, 3.1.1) 2010

10. 15 Read the paragraph below. • “I’ve done my best.” Nathaniel smiled to himself as he stapled • the papers together for his geography report. All his hard • work had finally paid off. He checked the papers one last time • and carefully placed them in Mr. Richardson’s turn-in box. • Which word best describes Nathaniel’s attitude? • A. Proud • B. Critical • C. Nervous • D. Tranquil Critical Thinking 09: Analyze author’s purpose and evaluate effectiveness for different audiences (includes fact/opinion; author’s point of view, tone, and use of persuasive devices) (Reading GLEs 2.4.2, 2.4.3, 2.4.4) 2010