Form 2 Literature Pack Lv. 7-8

8/16/2019 Form 2 Literature Pack Lv. 7-8

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Form 2 Literature Pack

Level 7-8


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Contents

Some words we need to learn ....................................................................................................... 3

Similes ......................................................................................................................................... 4

Trees ....................................................................................................................................... 4

Small Incident in Library ............................................................................................................ 6

The Great Hall .......................................................................................................................... 7

Personification ............................................................................................................................. 9

He who owns the Whistle, rules the World................................................................................. 9

Leisure ................................................................................................................................... 10

Metaphor................................................................................................................................... 12

A Poison Tree ......................................................................................................................... 12

Bonfire................................................................................................................................... 14

A most ungracious welcome.................................................................................................... 15

Approaching Dracula’s castle................................................................................................... 17

Onomatopoeia ........................................................................................................................... 19

The Sound Collector................................................................................................................ 19

The Cliff-tops.......................................................................................................................... 20

Danger on the ice ................................................................................................................... 21

Alliteration ................................................................................................................................. 24

Moths and Moonshine ............................................................................................................ 24

A meeting by the sea .............................................................................................................. 25

Frog ....................................................................................................................................... 27

Circus..................................................................................................................................... 28

School Dinners ....................................................................................................................... 30

Harry’s eleventh birthday........................................................................................................ 31

Carbreakers.................................................................................. Error! Bookmark not defined.

Further practice.......................................................................................................................... 34

Make Believe.......................................................................................................................... 34

The night-terror...................................................................................................................... 36

Benny and Eve.............................................................................. Error! Bookmark not defined.

Ocean is as one with the world ................................................................................................ 38

The wizard’s apprentice .......................................................................................................... 39


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Some words we need to learn

First-person narration: writing from the "I" point of view. As in: I walked down the

alley, I picked up the phone, I told Tony that he was going down if he didn't cough up

the money by Saturday. I thought about it, then shook my head.

Flashback: when an event or scene taking place before the present time in the

narrative is inserted into the chronological structure of the work. A character may be

asked about something which happened to her/him in the past, and she/he narrates

it at length in the novel.

Free verse: a form of poetry which does not use consistent meter patterns (i.e.

number of syllables), rhyme, or any other musical pattern. It thus tends to follow the

rhythm of natural speech.

Iambic pentameter: A type of l ine in poetry. It is 10 syllables long. Syllables are

grouped in 5 pairs. The first syllable in each pair is unstressed, the second is stressed.

It sounds like this: daDUM daDUM daDUM daDUM daDUM.

The first line of Shakespeare's Twelfth Night : If music be the food of love , play on.

Monologue: a prolonged talk or discourse by a single speaker. Monos in Greek

means ‘one’. Contrast this with dialogue, which is when two or more people speak.

Rhyming couplet/pair: two lines of the same length that rhyme and complete one

thought. There is no limit to the length of the lines.

Sonnet: a type of poem made up of exactly 14 lines, divided into either 2 or 4

stanzas.

Third-person narration: writing using the “he” or “she” form. E.g.: He walked down

the alley. She picked up the phone, and Jason told Tony that he was going down if he

didn't cough up the money.


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Similes

TreesI think that I shall never see

A poem lovely as a tree.

A tree whose hungry mouth is prest1

Against the earth's sweet flowing breast;

A tree that looks at God all day,

And lifts her leafy arms to pray;

A tree that may in summer wear

A nest of robins in her hair;

Upon whose bosom2 snow has lain;

Who intimately lives with rain.

Poems are made by fools like me,

But only God can make a tree.

Joyce Kilmer

1. Underline the correct answer:

a. The theme of the poem is about

i. a detailed description of a tree.

ii. the beauty of trees, nature and the greatness of the Creator.

iii.

the way robins make a nest in the tree.iv. the way trees grow in the countryside with the soil and the rain.

b. This poem is

i. written in iambic pentameter.

ii. simple but effective.

iii. a sonnet.

iv. written in free verse.

1 Prest: pressed2 Bosom: the chest of a human

Similes are when the poet compares two things using the words ‘like’ or ‘(as)

as ’.

An example of the first type: ‘it was heavy like lead’.

An example of the second type: ‘as black as night’.


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c. The subject of the poem is

i. a description of a tree that is being compared to a human.

ii. about poets who are fools.

iii. about the way trees grow.

iv. God the Creator who looks at the trees growing in the fields.1½ marks [ ]

2. Quote a simile from the poem.

_____________________________________________________________________1 mark [ ]

3. Give an example of a rhyming pair from this poem.

_____________________________________________________________________½ mark [ ]

4. The poet compares the tree to a woman. List the body parts that the poet imagines

that the tree has. The first one has been done for you.

Example: “mouth” (stanza 2)

a. _______________ b. _______________ c. _______________1½ marks [ ]

5. The tree “looks at God all day”.

Answer the following:

a. What is this figure of speech called? ________________________1 mark [ ]

b. Comment on the tree’s life and its actions.

__________________________________________________________________

__________________________________________________________________1 mark [ ]

6.

Who are the tree’s close friends? List THREE.

Example: “earth”

a. _______________ b. __________________ c. __________________1½ marks [ ]

7. In the last stanza what is the comparison being made? Complete the following

statements:

a. The poet compares _____________________ with _____________________.

1 mark [ ]


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b. This comparison has an effect on the reader because

_______________________________________________________________1 mark [ ]

Small Incident in Library

5

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15

The little girl is lost among the books.

Two years old maybe, in bobble cap3,

White lacy tights, red coat.

She stands and looks. ‘Can’t see you, Mummy.’

Mummy, next row up, Intent4 on reading answers absently:

‘I’m here, love.’ Child calls out again: ‘Can’t see.’

A large man, his intentions of the best,Stoops: ‘Where’s Mummy, then?’

Child backs away. Now the tall shelves threaten like a forest.

She toddles fast between them, starts to cry,

Takes the next aisle down and as her mother

Rounds one end disappears behind the other.

I catch the woman’s tired-eyed prettiness.

We smile, shake heads. The child comes back in sight,

Hurtles5 to her laughing, hugs her knees:

‘Found you!’, in such ringing pure delightIt fills the room, there’s no one left who’s reading.

The mother looks down, blinking. ‘Great soft thing.’

David Sutton

1. Give the rhyming pattern of the second stanza. _______________________½ mark [ ]

2. (a) Find and quote a simile in the second stanza.

_____________________________________________________________________½ mark [ ]

(b) Explain what the poet means by these words.

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

3

Bobble cap: a cap with a woollen bal l on top4 Intent on: concentrating on5 Hurtles: moving at great speed


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3. Why do you think the poet gives very little detail about what the man looks like,

apart from the fact that he is ‘large’ (line 7)?

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

4. Which lines in the poem bring out a feeling of increasing panic? Lines ____________1 mark [ ]

5. ‘Found you!’, in such ringing pure delight

It fills the room, there’s no one left who’s reading. (line 16 – 17)

Why did the people in the room stop reading?

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

The Great Hall“Now, form a line,” Professor McGonagall told the first

years, “and follow me.”

Feeling oddly as though his legs had turned to lead, Harry

got into line behind a boy with sandy hair, with Susan

behind him, and they walked out of the chamber, back

across the hall, and through a pair of double doors into the

Great Hall.

Harry had never even imagined such a strange and splendid

place. It was lit by thousands and thousands of candles that

were floating in mid-air over four long tables, where the rest of the students were sitting.

These tables were laid with glittering golden plates and goblets. At the top of the hall was

another long table where the teachers were sitting. Professor McGonagall led the first years

up here, so that they came to a halt in a line facing the other students, with the teachers

behind them. The hundreds of faces staring at them looked like pale lanterns in the

flickering candlelight. Dotted here and there among the students, the ghosts shone misty

silver. Mainly to avoid all the staring eyes, Harry looked upward and saw a velvety black

ceiling dotted with stars. He heard Hermione whisper, “It’s bewitched to look like the sky

outside. I read about it in Hogwarts, A History ,” which caused Harry to smirk, of course she

would know that.

It was hard to believe there was a ceiling at all, and that the Great Hall didn’t simply open on

to the heavens. Harry quickly looked down again as Professor McGonagall silently placed a

four-legged stool in front of the first years. On top of the stool she put a pointed wizard’s


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hat. This hat was patched and frayed and extremely dirty. Yet Harry couldn’t help but

believe that this hat was immensely important. Maybe they had to try and get a rabbit out

of it, Harry thought wildly, that seemed the sort of thing – noticing that everyone in the hall

was now staring at the hat, he stared at it, too. For a few seconds, there was complete

silence. Then the hat twitched. A rip near the brim opened wide like a mouth – and the hat

began to sing.

1. What narrative style is used in this extract? _________________________________1 mark [ ]

2. What is the genre of this text? __________________________________ 1 mark [ ]

3. a. Find two adjectives used to describe the Great Hall.

i. ________________________ ii. ________________________1 mark [ ]

b. Explain why, in your opinion, these adjectives have been used by the author.

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

4. Quote a simile and explain the comparison used.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

5. Quote a phrase which brings out a sense of astonishment.

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

6.

Quote a phrase which shows that Harry is trying to figure out what is going on.

_____________________________________________________________________1 mark [ ]

7. Imagine you are Harry. How would you feel on your first day at Hogwarts? Why?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]


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Personification

He who owns the Whistle, rules the World january wind and the sun

playing truant again6.

Rain beginning to scratchits fingernails across

the blackboard sky

in the playground

kids divebomb, corner

at silverstone7 or execute8

traitors. Armed with my whistle

I step outside,

Take a deep breath

And bring the worldTo a standstill

Roger McGough

1. ‘january wind and the sun

playing truant again.’

a. What is this figure of speech called? _____________________ 1 mark [ ]

b. Complete the following sentence.

The poet compares the ___________________ and the

___________________ with ___________________ who are playing truant.

1½ marks [ ]

2. a. Quote another similar figure of speech from stanza one.

_____________________________________________________________________1 mark [ ]

6

Playing truant: staying away from school for no good reason7 Si lverstone: a famous race track8 Execute: put to death

Personification is when an inanimate (lifeless) object or an animal is given abilities or

characteristics which are usually only found in humans. If a poet describes animals as

doing things which only humans do – e.g. play music, sail in boats, and so on, then that is

personification because they are made to appear like humans.


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b. Here the poet compares the sky to a _________________________. ½ mark [ ]

3. Who do you think ‘I’ is? What is he or she doing?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

Leisure

What is this life if, full of care,We have no time to stand and stare.

No time to stand beneath the boughs

And stare as long as sheep or cows.

No time to see, when woods we pass,

Where squirrels hide their nuts in grass.

No time to see, in broad daylight,

Streams full of stars like skies at night.

No time to turn at Beauty’s glance,

And watch her feet, how they can dance.

No time to wait till her mouth can

Enrich that smile her eyes began.

A poor l ife this if, full of care,

We have no time to stand and stare.

W.H. Davies

1.

Underline the correct answer.The poem is about:

a. standing and staring.

b. how busy we are nowadays.

c. the beauty of nature.

d. the increase in leisure time.1 mark [ ]

2. Quote a simile from the poem and explain what the poet is trying to tell us.

Simile: _______________________________________________________________


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Meaning: _____________________________________________________________2 marks [ ]

3. Why do you think Beauty (stanza 5) is spelt with a capital B?

_____________________________________________________________________1 mark [ ]

4. What does ‘her’ refer to in verse 12? Who is smiling?

____________________________________________________________________1 mark [ ]

5. Write down the rhyme scheme of the poem.

_____________________________________________________________________1 mark [ ]

6. Quote two examples of personification.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

7. What is the effect created by the repetition of the verse “We have no time to stand

and stare”?

_____________________________________________________________________2 marks [ ]


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Metaphor

A Poison TreeI was angry with my friend;

I told my wrath, my wrath did end.

I was angry with my foe:

I told it not, my wrath did grow.

And I water’d it in fears,

Night & morning with my tears:

And I sunned it with smiles,

And with soft deceitful wiles.

And it grew both day and night.

Till it bore an apple bright.

And my foe beheld it shine,And he knew that it was mine.

And into my garden stole,

When the night had veil’d the pole;

In the morning glad I see;

My foe outstretched beneath the tree.

Wil liam Blake

1. This poem describes

a.

the power of friendship

b. different feelings

c. how anger can ruin relationships

d. friends and enemies1 mark [ ]

2. Quote TWO words which refer to feelings.

a. ____________________ b. ____________________

1 mark [ ]

A metaphor is a figure of speech in which one object is said to be another. It is not

COMPARED, but it is said to BE something else.

We have already seen metaphors in this pack, in fact. When we covered personification,

we were talking about metaphors, because PERSONIFICATION is a kind of METAPHOR.


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3. Quote TWO words which refer to light.

a. ____________________ b. ____________________1 mark [ ]

4.

Fill in the gaps with appropriate words.“And I watered it in fears

Night and morning with my tears,

And I sunned it with smiles

And with soft deceitful wiles”.

In this poem, the poet compares anger to a 1) ____________________. This figure of

speech is called a 2) ____________________. The use of this figure of speech shows

how anger grows when it is 3) ____________________ and

4) ____________________ with fear and deceit.

2 marks [ ]

5. What is the rhyme scheme of this poem? ___________________________________1 mark [ ]

6. “I sunned it with smiles” is a figure of speech called ___________________________1 mark [ ]

7.

Why is the phrase “I was angry” repeated?

_____________________________________________________________________1 mark [ ]

8. Why is this poem called “A poison tree”?

_____________________________________________________________________2 marks [ ]


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BonfireThere’s a great wild beast in my garden

roaring and surging,

grinding his fierce, gold teeth

under the treeswhere the ground is crinkled and quilted

with last year’s leaf.

I can see his breath through the branches

floating and climbing

into the calm, cool sky,

and now and again

if I watch I can see him winking an angry eye.

Glinting and plunging he tears

old paper and boxes

and swallows them till

he is hungry no longer

but sleeps in a flutter of ashes,

his sharp tongues still.

Jean Kenward

1. What is the “wild beast” mentioned in the first line?

_____________________________________________________________________1 mark [ ]

2. Quote 4 action words (verbs) that bring out the idea of violence in the poem.

a. _____________________

b. _____________________

c. _____________________

d. _____________________

2 marks [ ]

3. Why are the ‘beast’s’ teeth described as “gold teeth” in line 3?

_____________________________________________________________________1 mark [ ]

4. (i) Give two examples of personification from the second stanza.

_____________________________________________________________________

_____________________________________________________________________

(ii) Explain what the poet wants us to imagine through each personification.

_____________________________________________________________________


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_____________________________________________________________________4 marks [ ]

5. Write 4 sentences to explain what the poem is about.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

A most ungracious welcomeThe night had begun to fall as I got close; and in three of the lower windows, which were

very high up and narrow, and well barred, the changing light of a little fire began to

glimmer. Was this the place I had been coming to? Was it within these walls that I was to

seek new friends and begin great fortunes?

The door, as well as I could see it in the dim light, was a

great piece of wood all studded with nails; and I lifted

my hand with a faint heart under my jacket, and

knocked once. Then I stood and waited. The house had

fallen into a dead silence; a whole minute passed away,and nothing stirred but the bats overhead. I knocked

again, and hearkened9 again. By this time my ears had

grown so accustomed to the quiet, that I could hear the

ticking of the clock inside as it slowly counted out the

seconds; but whoever was in that house kept deadly

still, and must have held his breath.

I was in two minds whether to run away; but anger got

the upper hand, and I began instead to rain kicks on the

door, and to shout out aloud for Mr Balfour. I was in fullcareer, when I heard the cough right overhead, and

jumping back and looking up, beheld10 a man’s head in

a tall nightcap, and the bell mouth of a blunderbuss11, at one of the first-storey windows.

‘It’s loaded,’ said a voice.

(Adapted from Kidnapped by Robert Loui s Stevenson)

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Hearkened: listened10 Beheld: saw11 Blunderbuss: a kind of primitive rifle


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1. Fill in the blanks. Choose the correct words from the box.

I flashback fiction novel character

monologue effect fun ending first-person

Kidnapped is the title of a a ________________________ written by Robert Louis

Stevenson and it is not a real story, so it is called b ________________________. This

is a c ________________________ narrative because it is told from the narrator’s

point of view and the pronoun d “_________________” is used. This kind of narrative

helps the readers sympathise with the narrator’s e ________________________

more closely.

2½ marks [ ]

2. Underline TWO correct answers.

In this passage the narrator feels

a. sad b. delighted c. scared d. amazed e. depressed f. angry

1 mark [ ]

3. Mention TWO things from the first paragraph which create a sense of danger.

a. _____________________________

b.

_____________________________2 marks [ ]

4. Quote a metaphor from the second paragraph which helps us understand how the

boy was feeling.

_____________________________________________________________________½ mark [ ]

5. List FOUR points mentioned in the second paragraph that help to emphasise the

silence.

a. ________________________________________________________________

b. ________________________________________________________________

c. ________________________________________________________________

d. ________________________________________________________________2 marks [ ]

6. Quote TWO short phrases that describe the boy’s shock and surprise.

a. _____________________________


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b. _____________________________1 mark [ ]

7. What is the effect at the end?

_____________________________________________________________________1 mark [ ]

Approaching Dracula’s castle I looked up at the high castle walls. There were no lights in any

of the windows. In front of me was a great wooden door.

As I stood there, I heard the door being unlocked. It opened

slowly. A very tall, old man was standing there. He held a lamp

in his hand. His hair and face were white and he was dressed

in black. He held his lamp up high and said, “Welcome to myhome. Enter Castle Dracula, Mr Harker.” As I stepped inside,

Count Dracula took hold of my arm. He was terribly strong and

his hand was cold as ice. The count locked the door carefully

and put the keys into his pocket. I followed him down long

passages and up winding stairs. I walked like a man in a

dream. At last, the Count opened a door and led me into a

room without windows. I could see two open doors. Through one door, I could see a

bedroom. Through the other door, I could see food and drink on a table.

“When you are ready, my dear friend,” the Count said, “I shall be waiting for you.” In a fewminutes, I was sitting at the table. I was very hungry. The Count told me he had already

eaten. Later, we sat together near the fire. The Count spoke good English and he asked me

many questions. I was tired and I began to feel very ill. The castle was completely silent. But

outside the wolves were howling. “Can you hear the children of the night?” the Count said

quietly. “Listen to their music!”

(Adapted from Dracula by Bram Stoker)

1. In the first two paragraphs, what indicates that this took place after the sun had set?

_____________________________________________________________________1 mark [ ]

2. Which figure of speech are the phrases “was cold as ice” and “walked like a man in

dream”?

_____________________________________________________________________2 marks [ ]

3. Explain the meaning of the two phrases in no. 2.

_____________________________________________________________________


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_____________________________________________________________________2 marks [ ]

4. Write two adjectives to describe the atmosphere in this text.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

5. What contrast of sound do we find in the last paragraph?

_____________________________________________________________________1 mark [ ]

6. (i) To what does Count Dracula compare wolves?

_____________________________________________________________________

(ii) What figure of speech is this?

_____________________________________________________________________2 marks [ ]


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Onomatopoeia

The Sound CollectorA stranger called this morning

Dressed all in black and grey

Put every sound into a bagAnd carried them away

The whistling of the kettle

The turning of the lock

The purring of the kitten

The ticking of the clock

The popping of the toaster

The crunching of the flakes

When you spread the marmalade

The scraping noise it makes

The hiss ing of the frying-pan

The ticking of the grill

The bubbling of the bathtub

As it starts to fill

The drumming of the raindrops

On the window-pane

When you do the washing up

The gurgle of the drain

The crying of the baby

The squeaking of the chairs

The swishing of the curtains

The creaking of the stairs

A stranger called this morning

He didn’t leave his name

Left us only silence

Life will never be the same.

Roger McGough

Words which have a similar SOUND to the sound they are describing, such as SPLASH,

SQUEAK, CREAK or BANG. Read the poem “The Sound Collector”, and underline all the

examples of onomatopoeia in it. Be careful: some words look like they are

onomatopoeic, but are not.


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The Cliff-topsThe cliff-top has a carpet

Of lilac, gold and green:

The blue sky bounds the ocean,

The white clouds scud between.

A flock of gulls are wheeling

And wailing round my seat;

Above my head the heaven,

The sea beneath my feet.

Robert Bri dges

1. Underline the correct answer:

a. ‘The Cliff -tops’ is

(i) a descriptive and imaginative poem.

(ii) a fantasy poem for children.

(iii) a narrative poem.

(iv) about the fear of heights.

b. The atmosphere is

(i) thrilling and exciting.

(ii) heavy with tension.

(iii) light and cheerful.

(iv) calm and happy.

c. In this poem

(i) the first and last lines rhyme.

(ii) there is no rhyme.

(iii) the second and third lines rhyme.

(iv) the second and fourth lines rhyme.3 marks [ ]

2. a. What do you think the “carpet” refers to in the f irst line of the poem?

____________________________________________________________________1 mark [ ]

b. What is the figure of speech used in this comparison?

____________________________________________________________________1 mark [ ]


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3. In the first stanza the poet paints a picture of the scene on the cliff-top. How does

he do this?

____________________________________________________________________1 mark [ ]

4. a. The poem helps us to imagine the sounds and movements made by the sea gulls .

Quote the lines where these are described.

____________________________________________________________________

____________________________________________________________________1 mark [ ]

b. What is the figure of speech being used here?

____________________________________________________________________½ mark [ ]

c. Comment on the effect of these lines.

____________________________________________________________________½ mark [ ]

5. a. Where is the speaker seated?

____________________________________________________________________½ mark [ ]

b. Refer to the last two lines and comment on the speaker’s feelings and

sensations.

____________________________________________________________________

____________________________________________________________________1½ mark [ ]

Danger on the iceRip glanced from side to side as he skated downthe river. He saw the grey, gaunt shapes of several

wolves slinking among the trees. Out of the woods

they came and on to the ice. One, bolder than the

others, suddenly leaped from among the rest and

shot across in front of him, its jaws snapping

wickedly as it narrowly missed him. This incident

seemed to give him added strength, and he flung

every ounce of energy into his effort to escape. He

could hear the wolves’ howls and yelps of


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excitement. With gasping breath and pounding heart the boy skated as he had never skated

before.

After some considerable distance, with the wolves still close in pursuit, the boy felt that he

was beginning to tire. It was the first time that year that he had used skates, and his muscles

were aching with the unaccustomed exercise. His pace became slower, but still he managedto keep slightly ahead of the snarling wolves. As the boy raced over the ice he thought to

himself that it was just a matter of time until the pursuing pack overtook him.

All at once he heard a sound which caused him to gasp – the thunder of falling water. Rip

then realised that he was approaching the high river falls. Over a sheer cliff of nearly a

hundred feet they fell, and apparently the frost had not been severe enough to freeze them.

Suddenly an idea struck him…

(Adapted from “Let her Rip” by Arthur Minter)

1.

What shows that this story took place in winter?

_____________________________________________________________________1 mark [ ]

2. “He saw the grey, gaunt shapes of several wolves slinking among the trees.” In what

way does the word “gaunt” help us understand the reason for which the wolves

were running after Rip?

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

3. Quote a phrase that shows sound and movement made by a wolf during an attack.

_____________________________________________________________________1 mark [ ]

4. Quote a phrase that shows Rip’s fear.

_____________________________________________________________________

1 mark [ ]

5. Quote two contrasting sentences showing hope and desperation felt by the boy

during his escape.

Sentence (a):

_____________________________________________________________________

Sentence (b):

_____________________________________________________________________2 marks [ ]


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6. Quote four examples of onomatopoeic words in the passage.

a. _________________

b. _________________

c. _________________

d. _________________2 marks [ ]

7. What kind of idea do you think came to Rip as soon as he saw the river falls?

_____________________________________________________________________2 marks [ ]


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Alliteration

Moths and MoonshineMoths and moonshine mean to me

Magic – madness – mystery.

Witches dancing weird and wild

Mischief make for man and child.

Owls screech from woodland shades,

Moths glide through moonlit glades

Moving in dark and secret ways

Like a plotter in disguise.

Moths and moonshine mean to me

Magic – madness – mystery.

James Reeves

1. Name the figure of speech used in the first line of the poem.

_____________________________________________________________________1 mark [ ]

2. Find an onomatopoeia from the poem.

_____________________________________________________________________1 mark [ ]

3. Give the rhyme scheme of lines 1-6. _______________________________________1 mark [ ]

4. “Like a plotter in disguise.”

The figure of speech used in the above line is ________________________________1 mark [ ]

5. Who is the “plotter”? ___________________________________________________ 2 marks [ ]

This is the repetition of a CONSONANT SOUND at the BEGINNING of two or more words

in the same LINE (normally of a poem, but possibly also in prose).

Can you find the alliteration in this line from The Sound Collector ?

The bubbling of the bathtub

Have a look at the words in the first line of the poem below.


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6. Find TWO words that show the movement of the moths.

a. _________________________

b. _________________________

2 marks [ ]

7. In your opinion, how does the poet make the poem mysterious?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

A meeting by the sea‘Hold your noise!’ cried a terrible voice. ‘Keep stil l, you little devil, or I’ll cut your throat!’

A fearful man, all in coarse grey, with a great iron on his leg. A man with no hat, and with

broken shoes, and with an old rag tied round his head. A man who had been soaked in

water, and smothered in mud, and lamed by stones, and cut by flints, and stung by nettles,

and torn by briars; who limped, and shivered, and glared and growled; and whose teeth

chattered in his head as he seized me by the chin.

‘O! Don’t cut my throat, s ir,’ I pleaded in terror. ‘Pray don’t do it, sir.’

‘Tell us your name!’ said the man. ‘Quick!’

‘Pip, sir.’

‘Once more,’ said the man, staring at me.

‘Give it mouth!’

‘Pip. Pip, sir.’

‘Show us where you live,’ said the man. ‘Point out

the place!’

I pointed to where our village lay, on the flat in-shore among the alder-trees and pollards, a

mile or more from the church. The man, after looking at me for a moment, turned me

upside down, and emptied my pockets. There was nothing in them but a piece of bread,

which he snatched.

(Adapted from “Great Expectations ” by Charles Dickens)

1. Quote two words which show that Pip was scared of the man.

a. ____________________________

b.

____________________________1 mark [ ]


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2. Quote two words which show that the man was injured.

a. ____________________________

b. ____________________________

2 marks [ ]

3. Underline the correct answer: “glared and growled” in paragraph 2 is an example of

a. simile b. personification c. alliteration

2 marks [ ]

4. Quote one word which shows the man was feeling cold. _______________________1 mark [ ]

5. Match the words in column A with the meanings in column B.

A B

a) smothered i. a kind of tree

b) coarse ii. something which is rough

and not even

c) snatched iii. to take something from

someone angrily

d) pollards iv. covered in something from

head to foot4 marks [ ]


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27

Frog

5

10

15

20

25

30

Under the bushes

sleek and slim

there’s a middling frog.

I look for him

carefully, turning

stone by stone;

often I find him

quite alone

where the grass is specially

sharp and thin,

and the tangled ivy

closes in,

and the world is shadowed

in green and grey…

He hasn’t got anything

much to say,

but his throat moves silently

as though

there were something I certainly

ought to know;

then he flicks his tongue

like a needle, where

the small gnats twirl

in the misty air.

He sometimes jumps.He sometimes goes

wimbling wambling…

I suppose

a frog is a s lithery

thing to be.

I wonder whatever

he thinks of ME?Jean Kenward

1. Find an example of:

a. simile: _________________________________________________________

b. alliteration: _____________________________________________________2 marks [ ]

2. What effect does the poet wish to create with the words “wimbling wambling” (line

27)?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]


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3. What picture does the poet wish to create in our mind with the following words:

“and the world is shadowed in green and grey…” (l ines 13 -14)?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

4. Most of the poem is made up of long sentences, except for line 25, “He sometimes

jumps.” What is the effect created by this short sentence?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

5.

Do you like the way the poet ended the poem? Answer the question by referring tothe last two lines of the poem.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

Circus

Saucer of sand, the circus ring,A cup of light, clowns tumbling.

Horses with white manes sleek and streaming,

Bits jingling, tinkling, silk skins gleaming.

But there, shut in their iron cage,

Sulky, drowsy, dulled by rage

The lions beg or trot or leap,

And cringe like beaten dogs, and creep,

King beasts, who should be free to run

Through forests striped with shade and sun,

With fierce, proud eyes and manes like fire.

These manes hang dull like rusty wire.

And when the trainer cracks his whip

They snarl and curl a sullen lip,

And only in their dreams are free

To crush and kill man’s cruelty.

Margaret Stanley-Wrench


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1. “Saucer of sand” (line 1)

(i) name the figure of speech:

__________________________________________________

(ii) explain what the poet wants us to imagine through these words.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

2. Describe the rhyme scheme in the poem. ___________________________________1 mark [ ]

3. From stanzas 2 to 4, find an example of:

(ii) alliteration: _____________________________________________________

(iii) onomatopoeia: __________________________________________________

(iv) simile: _________________________________________________________3 marks [ ]

4. In your opinion, what does the poet think about keeping lions in cages and training

them to perform in a circus?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

5. What does the last stanza tell us about the way the lions feel?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]


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School DinnersThe greater-spotted brown baked bean’s

not quite the humble bird it seems;

it lurks beneath the soggy greens

waiting to get you.

The green unruly jumping pea

has no respect for you and me;

it’s bound to land on miss’s knee

and she’ll get you.

The brown-backed flying liverslug

is little better than a thug;

you think you’re safe – don’t be too smug

he’ll get you.

The quiet skulking greasychip

looks innocent – that’s just his trick;

eat thirds or fourths and you’ll be sick

he’ll get you.

The many-fingered crumb-y fish

Looks friendly, as you might well wish;

but leave him lying on your dish

he’ll get you.

Judith Nicholl s

1. Upon reading the poem, how do you think the poet feels towards the school’s

dinners, and what indicates this?

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

2. What is the rhyming scheme of the first two stanzas? _________________________

1 marks [ ]

3. A figure of speech runs throughout the poem.

a. Which type of figure of speech is it? _________________________________

b. What is its effect? ________________________________________________

2 marks [ ]

4. From the poem find and quote:

a. an alliteration ___________________________________________________

b.

a metaphor _____________________________________________________2 marks [ ]


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5. What is the mood/tone of this poem? What shows this tone?

_____________________________________________________________________

_____________________________________________________________________

2 marks [ ]

6. What are your reactions to this poem? Explain your answer.

_____________________________________________________________________1 mark [ ]

Harry’s eleventh birthday It was freezing in the boat. Icy sea spray and rain crept down their necks and a chilly wind

whipped their faces. After what seemed like hours they reached the rock, where UncleVernon, slipping and sliding, led the way to the broken-down house.

The inside was horrible; it smelled strongly of seaweed, the wind whistled through the gaps

in the wooden walls, and the fireplace was damp and empty. There were only two rooms.

Uncle Vernon's rations turned out to be a bag of chips each and four bananas. He tried to

start a fire but the empty chip bags just smoked and shrivelled up.

"Could do with some of those letters now, eh?" he said cheerfully.

He was in a very good mood. Obviously he thought nobody stood a chance of reaching themhere in a storm to deliver mail. Harry privately agreed, though the thought didn't cheer him

up at all.

As night fell, the promised storm blew up around

them. Spray from the high waves splattered the

walls of the hut and a fierce wind rattled the

filthy windows. Aunt Petunia found a few

mouldy blankets in the second room and made

up a bed for Dudley on the moth-eaten sofa. She

and Uncle Vernon went off to the lumpy bednext door, and Harry was left to find the softest

bit of floor he could and to curl up under the

thinnest, most ragged blanket.

The storm raged more and more ferociously as the night went on. Harry couldn't sleep. He

shivered and turned over, trying to get comfortable, his stomach rumbling with hunger.

Dudley's snores were drowned by the low rolls of thunder that started near midnight. The

lighted dial of Dudley's watch, which was dangling over the edge of the sofa on his fat wrist,

told Harry he'd be eleven in ten minutes' time. He lay and watched his birthday tick nearer,

wondering if the Dursleys would remember at all, wondering where the letter writer wasnow.


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Five minutes to go. Harry heard something creak outside. He hoped the roof wasn't going to

fall in, although he might be warmer if it did. Four minutes to go. Maybe the house in Privet

Drive would be so full of letters when they got back that he'd be able to steal one somehow.

Three minutes to go. Was that the sea, slapping hard on the rock like that? And (two

minutes to go) what was that funny crunching noise? Was the rock crumbling into the sea?

One minute to go and he'd be eleven. Thirty seconds... twenty ... ten... nine -- maybe he'd

wake Dudley up, just to annoy him -- three... two... one...

BOOM.

The whole shack shivered and Harry sat bolt upright, staring at the door. Someone was

outside, knocking to come in.

(From Harry Potter and the Philosopher's Stone by J.K Rowling)

1. Fill in the gaps with an appropriate word.

Harry Potter and the Philosopher’s Stone is the title of a 1) _________________

written by J.K Rowling and it is not a real story so it is called 2)____________. This is

a 3)_______-person narrative because it is told from the author’s point of view. This

kind of narrative helps the readers understand the 4)__________ more clearly.

2 marks [ ]

2.

Underline TWO correct answers.In this passage Harry feels:

a. sad b. delighted c. amazed d. depressed e. angry

1 mark [ ]

3. Quote TWO words or phrases which refer to sounds.

a. _____________________________

b. _____________________________1 mark [ ]

4. Quote TWO words or phrases which tell us that it wasn’t nice to stay in the house.

a. _____________________________

b. _____________________________1 mark [ ]

5. What figure of speech is used in the phrase “wind whistled”?

_____________________________________________________________________

1 mark [ ]


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6. Find an example of alliteration.

_____________________________________________________________________1 mark [ ]

7.

Find an example of personification and explain why it is so effective.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

8. Copy a short phrase that describes Harry’s shock and surprise in the end.

__________________________________________________________________1 mark [ ]


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Further practice

Make Believe

When I wake up in the morningNot all is what it seems

I drift through a world of make believe

Between my real life and my dreams.

Strange adventures from the Space book

That I read the night before

Crowd in upon my drowsiness

Though imagination’s door.

Between sleeping and waking

The alarm clock’s jangling cryBecomes the roaring fire-tailed rocket

That hurls me through the sky.

My bed’s a silver space craft

Which I pilot all alone

Whisp’ring through endless stratospheres

Towards planets still unknown.

Outside through the mists of morning

The spinning lights of cars

In my make-believe space voyage

Become eternities of stars.

If I make believe my ceiling

Is space through which I fly,

If I make believe my bedroom

Is my capsule flying high,

If I make believe the light bulb

Is the moon fast drawing nigh,

If I make believe my counterpane12

Is its cratered surface dry,

Then that’s what it is,

That’s what it is for me

That’s what it is, that’s what it is

That’s what it is for me.

(an extract from the poem Make Believe by G. Owen)

1. What is the rhyme scheme of the first stanza? _______________________________1 mark [ ]

12 Counterpane: bedspread


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2. From stanzas 2 – 4, find an example of:

a. onomatopoeia: __________________________________________________

b. personification: __________________________________________________

c. metaphor: ______________________________________________________

d. alliteration: _____________________________________________________2 marks [ ]

3. What do the following become in the narrator’s imagination?

a. the sound of the alarm clock: _______________________________________

b. the lights of cars outside: __________________________________________

c. the bedroom: ___________________________________________________

d. the light bulb: ___________________________________________________2 marks [ ]

4. In the child’s imagination, the counterpane becomes the moon’s ‘cratered surface

dry’ (stanza 6). In what way do you think this is appropriate?

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

5. What does the poem show us of the narrator’s

a. character: ______________________________________________________

b. interests: _______________________________________________________2 marks [ ]

6. Explain what the poet means by the last 4 lines of the poem.

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]


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The night-terrorIt was full moon. Below, the village was asleep and in darkness. The

river, as it snaked through the valley with the pale and greasy ghost

of mist oozing from it, was still. Suddenly the pine trees shuddered,

and the weird and lonely shriek of an owl shattered the silence.Somewhere a melancholy dog mourned his master.

Dick shivered, and going inside shut the door. The fire was

smouldering. He threw on a lump of coal, and it spluttered, then

twinkled and blazed up. The dog stirred. Dick sighed. Silence, never-

ending silence; then faintly, definitely, a noise; the wind whispering

to the pines, or someone whistling?

Dick listened. The moon slid behind a cloud, and glided out again. Tonight she seemed

almost too bright; no longer a sickly, sleazy, sliver of melon, but something terrifyingly real.

The whistling was coming nearer. The tune was ‘Greensleeves’, not pleasantly, plaintivelysimple, but menacingly, mercilessly macabre. The dog whimpered uneasily in his sleep. Dick

shuddered.

Nearer, nearer; the dog barked, the gate squeaked, the path crunched, the door-knocker

banged. Silence. The handle creaked and turned. The door jerked open…

R. Goudy

1. Underline the correct answers.

a. This passage is taken from

i.

a biography.

ii. a thriller adventure.

iii. a romance.

iv. a historical novel.

b. The first paragraph describes

i. a wild stormy night.

ii. a calm pleasant night.

iii.

a horrifying night.

iv. a spooky night.

c. When you read the passage,

i. you feel suspense and curiosity.

ii. you feel horrified.

iii. you feel sympathetic and sad.

iv. you understand the boy’s anger. 1½ marks [ ]


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2. a. Underline one metaphor in the following sentence:

“The river, as it snaked through the valley with the pale and greasy ghost of mist

oozing from it, was still.” 1 mark [ ]

b. Comment on the meaning of the metaphor.

___________________________________________________________________

___________________________________________________________________1 mark [ ]

3. a. Quote an alliteration from the passage. ___________________________________1 mark [ ]

b. What is the effect of the sounds being described on the atmosphere of the story?

___________________________________________________________________

___________________________________________________________________2 marks [ ]

4. a. Give two examples of personification from the passage.

___________________________________________________________________

___________________________________________________________________

1 mark [ ]

b. Choose one personification and comment on its meaning.

___________________________________________________________________

1 mark [ ]

5. Apart from describing the sounds in detail, how does the writer use sentences to

create a special effect in the passage? What is the effect?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________1½ marks [ ]


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Ocean is as one with the worldAs I stare out into the sea,

I can feel the soft oceans breeze

the warmth from the sun

the grass dances with the whistling windthe ocean is filled with thoughts

and mysteries,

I feel the cool water

the ocean is alive filled with lost souls

washing emotions up onto the shore

My feet sink in the softness of the sand

The ocean is made up of dreams

and achievements,

My mind lies in the heart of the ocean

The rocks are bones

Out in the open the waves settle and

wait for their attack,

I feel as one with the ocean

as the ocean feels like one

with the world.

Izabelle Sheridan

1. Describe what the poem is about.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

2. “Whistling wind” is an example of a/an: (Underline the correct answer)

a. simile b. onomatopoeia c. alliteration

2 marks [ ]

3. Copy TWO personifications found in this poem.

a. _______________________________________________________________

b. _______________________________________________________________2 marks [ ]

4. In which part of the ocean do “the waves settle”?

_____________________________________________________________________1 mark [ ]


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5. Why do you think that the speaker feels “one with the ocean”?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________2 marks [ ]

6. Quote ONE way to describe the ocean’s sentiment in this poem.

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

The wizard’s apprentice IZZY WIZZY is training to become a wizard. His master, a wizard, has left him alone with

another student, Toad.

IZZY WIZZY: (Whispering.) Toad? Toad? Has he gone? (Breathing a sigh of relief.) Oh, I am

glad. Thank you for covering for me. If our master had found out it was me who put the treacle

in the pig potion, he'd have turned me into a frog. Or a toad, like you. (Laughing.) It was funny

though, wasn't it? How was I to know what would happen? I had just the tiniest taste of the

pig potion and it was yuk. Absolutely Eeeergh. Completely blurrrh. I thought, 'This won't do.Nobody's going to drink this.' So I poured in half a tin of treacle. Who'd have thought it would

make the pigs blow up like balloons, turn blue with yellow spots and float away out of the pig

pen?

Toad, if only our master would let me learn proper magic out of his big black book, that sort

of thing wouldn't happen, would it? I'd know what to expect. I mean, how hard can doing

magic be? You've only got to pick the right-sized wand, read the right words out of the book

and wave your hands about a bit. Anybody could do it.

What?

(Giggling.) No, we mustn't. We'll get into terrible trouble if he finds out. Do you really think

we could? Oooh, how exciting. How thrilling. How jambamfantabulosible! Let's do it. Let's do

a spell, our very own spell. Where's the big black book? Where's he hidden it? Hop over there

and find it, Toad, while I get the wand.

(Adapted from Simon Parker’s ‘Izzy Wizzy Gets Busy’ )

1. What impression do you form of the narrator’s and Toad’s character?

a. The narrator:

_______________________________________________________________


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_______________________________________________________________

b. Toad:

_______________________________________________________________

_______________________________________________________________4 marks [ ]

2. This speech is a monologue. Why do you think Toad does not speak?

_____________________________________________________________________

_____________________________________________________________________1 mark [ ]

3. Izzy Wizzy uses a number of words which are not really English words.

a. “yuk. Absolutely Eeeergh. Completely blurrrh.” (par. 1)

b.

“How jambamfantabulosible!” (par. 3)

What feelings are expressed by the use of these made-up words?

a. _______________________________________________________________

_______________________________________________________________

b. _______________________________________________________________

_______________________________________________________________

4 marks [ ]

4. Quote a word from the last paragraph that shows how the actor playing the part of

Toad has to move around the stage.

_____________________________________________________________________

1 mark [ ]

Documents

Form 2 Literature Pack Lv. 7-8