Week · Web view2013-2014 Winter Break Student Homework Packet Mr. Abrams / CMAB Reading/English Language Arts Grade 10 2013 –14 WINTER BREAK READING HOMEWORK PACKET GRADE 10 In

2013-2014 Winter Break Student Homework Packet

Mr. Abrams / CMABReading/English Language Arts

Grade 10

2013 –14 WINTER BREAK READING HOMEWORK PACKETGRADE 10

In Preparation for the PSAE

DIRECTIONS:This packet is designed to help students maintain or improve their skills over Winter Break. The

enclosed activities are to be completed by your child during the Winter Break and he/she is encouraged to return it to his/her Reading/English Language Arts teacher upon return to school. These activities are optional and are highly recommended as a way for students who are failing to improve their grades by demonstrating mastery of skills in English classes.

Parents are encouraged to assist in the following ways:

Make a plan to complete the activities throughout the Winter Break. o Write the question numbers and pages to be completed on your home calendar. o Schedule times that fit your family’s schedule to complete the assignments and

write the proposed times on the calendar dates also. (Of course, these times may need adjustment, but having a plan is the first step to success.)

Provide a quiet space and time for your child to work on the homework.

Encourage the daily reading of 30 minutes of a self-selected book.

Sign the assignment checklist.

Feel free to write a comment to your child’s Reading/English Language Arts teacher here:

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Thank you for helping your child succeed.

2

2013-2014 Winter Break Student Homework Packet

Grade 10

CHECKLIST

The following items should be turned in to the student’s Reading/English Language Arts teacher on January 6, 2014.

_____ This checklist (as a cover sheet for all assignments)

_____ Completed Reading Calendar for Independent Reading

_____ Completed High School Assessment Practice Packet

Student’s Name___________________________________________________________________

Parent’s Signature_________________________________________________________________

Teacher’s Name__________________________________________________________________

2013-2014 Winter Break Student Homework PacketGrade 10 Reading/English Language Arts

3Adapted from Prince George’s County Public Schools - http://www1.pgcps.org/curriculum/index.aspx?id=76512

http://www1.pgcps.org/curriculum/index.aspx?id=76512

Independent Reading Calendar

Homework: Read daily for at least 30 minutes on at least ten (10) of the twelve (14) days you are out of school. It is suggested that you use this extended block of time to read a novel or nonfiction book. Your parent should sign on the calendar date as proof that you did read.

WINTER BREAK READING LOG

December 21

Title:

Pages read:

Parent Signature:

December 22

Title:

Pages read:

Parent Signature:

December 23

Title:

Pages read:

Parent Signature:

December 24

Title:

Pages read:

Parent Signature:

December 25

Title:

Pages read:

Parent Signature:

December 26

Title:

Pages read:

Parent Signature:

December 27

Title:

Pages read:

Parent Signature:

December 28

Title:

Pages read:

Parent Signature:

December 29

Title:

Pages read:

Parent Signature:

December 30

Title:

Pages read:

Parent Signature:

December 31

Title:

Pages read:

Parent Signature:

January 1

Title:

Pages read:

Parent Signature:

January 2

Title:

Pages read:

Parent Signature:

January 3

Title:

Pages read:

Parent Signature:

January 4

Title:

Pages read:

Parent Signature:

January 5

Title:

Pages read:

Parent Signature:

January 6, 2014Students return to school.Don’t forget your homework packet!

Total Days Read:Total Pages Read:

High School Assessment Practice: Readings and QuestionsAssignment SheetGrade 10 2013-2014 Winter Break Student Homework Packet



Please reference the attached pages from the Maryland State Department of Education Public Release Task documents. Students are to complete all eleven assignments.

Day/AssignmentNumber

Winter Break Homework Assignments:All responses should be written directly on the pages provided.

1 Read Sonya’s letter. Answer numbers 1 through 3. Complete Independent Reading Assignment. Optional: Explore the Princeton Review website (for PSAT/SAT) http://www.majortests.com/sat/sentence-

completion.php2 Read the article “Titanic’s Tempestuous Afterlife.” Answer numbers 4 through 6.

Complete Independent Reading Assignment. Optional: Explore the Princeton Review website (for PSAT/SAT) http://www.majortests.com/sat/sentence-

completion.php3 Read the story “The Architecture of a Soul.”

Read the writing prompt for number 8. Use page 14 to plan your SHORT ANSWER RESPONSE.


completion.php4 Review the story “The Architecture of a Soul” and your planning page. Write your SHORT

ANSWER RESPONSE on the SHORT ANSWER RESPONSE (page 32) at the back of this booklet.


completion.php

5 Read “The First Day.” Answer numbers 9 through 11. Complete Independent Reading Assignment. Optional: Explore the Princeton Review website (for PSAT/SAT) http://www.majortests.com/sat/sentence-

completion.php6 Read the poem “John Chapman.” Answer numbers 12 through 15.


completion.php7 Read the writing prompt for number 16 on page 21. Use the page to plan your Short Answer

Response. Complete Independent Reading Assignment. Optional: Explore the Princeton Review website (for PSAT/SAT) http://www.majortests.com/sat/sentence-

completion.php8 Review the poem “John Chapman” and your planning notes on page 20. Write your SHORT

ANSWER RESPONSE on the SHORT ANSWER RESPONSE (page 33) at the back of this booklet. Complete Independent Reading Assignment. Optional: Explore the Princeton Review website (for PSAT/SAT) http://www.majortests.com/sat/sentence-

completion.php9 Answer numbers 17 through 20.


completion.php



http://www.majortests.com/sat/sentence-completion.php


















Day/AssignmentNumber

Winter Break Homework Assignments:All responses should be written directly on the pages provided.

10 Read “Winter Hibiscus.” Answer numbers 21 through 22 Complete Independent Reading Assignment. Optional: Explore the Princeton Review website (for PSAT/SAT)http://www.majortests.com/sat/sentence-

completion.php11 Read “Nonrepresentational Art.” Answer numbers 23 through 26.


completion.php







DirectionsStudents in Mr. Abrams’ class will be writing business letters. For numbers 1-3 on the following page, choose the best answer to questions about one student’s letter, shown below.

Here is a draft of Sonja’s letter of complaint to the manufacturer:


Computers, Inc.1387 Canyon RoadRiley, California 95000

Dear Sir or Madam:

(1) I am writing to you regarding my computer, model SV500, which I bought at CompuMart in Millersville last October. (2) I bought this computer because I thought it was both powerful and reasonably priced. (3) Neither of thetwo people I spoke with at your “Quick Fix Line” being able to help me.(4) My problem remains unsolved.

(5) The problem is that I cannot get the computer to print. (6) I have an older printer made by DataPak, Inc. (7) The manual says the computer will work with any printer, including printers made by other companies. (8) However, my printer will not work with this computer.

(9) A friend of mine, someone very skilled with computers also followed the troubleshooting guide but was unable to solve the problem. (10) There seems to be a serious problem in the connection between the computer and the printer.

(11) I am requesting that you send me a new computer, refunding my money, or to give me some other help.

11


1. Before Sonja wrote a letter of complaint about her computer, she looked for information about the computer company and the quality of its products.

Which source would most likely have information about computers made by the manufacturer?

A a monthly magazine that reviews and rates computer equipment

B a telephone book that lists computer equipment and repair companies

C a training video showing how to connect and set up computer equipment

D an encyclopedia entry giving the history of different types of computer equipment

2. Which sentence would most logically follow Sentence 1?

F My friend works there as a stock clerk.

G I believe the computer is defective because I can’t get it to print.

H I checked to make sure that my computer was connected to the printer correctly.

J The two technicians were friendly but couldn’t fix the problem with my computer.

3. Which of these should Sonja revise to make it a complete sentence?

A Neither of the two people I spoke with at your “Quick Fix Line” being able tohelp me.

B My problem remains unsolved.

C I have an older printer made by DataPak, Inc.

D There seems to be a serious problem in the connection between the computer and the printer.



DirectionsRead the article “Titanic’s Tempestuous Afterlife.” Then answer numbers 4 through 6.

“I cannot imagine any condition which would cause a ship to founder,” said Titanic’s captain, Edward J. Smith. Yet his faith in modern shipbuilding died with him, as did most of his 2,228 passengers and crew, when the unimaginable happened.

Since Titanic’s discovery there have been a total of seven expeditions to the wreck in manned submersibles. On some of those missions, groups of international scientists have accompanied the salvagers and photographers to study the ship’s structure, disintegration, and metals as well as her deep-ocean environment in hopes of solving some of Titanic’s enduring mysteries. They’ve made some startling discoveries.

At the time of Titanic’s sinking, it was widely held that she had suffered a 300-foot gash in her starboard side that opened her up to massive flooding. During testimony after the tragedy, naval architect Edward Wilding from Harland & Wolff, Titanic’s builders, speculated that a more likely scenario was that several of the ship’s 16 “watertight” compartments had suffered small but significant individual damage, which allowed water to fill them at different rates, thus keeping the ship afloat for two and a half hours.

Because much of Titanic’s bow section is buried in mud, Bob Ballard1 and his team could not see where most iceberg damage would have been. They did, however, see some separations along steel hull plates where rivets had popped free, perhaps on impact with the ice.

4When the French submersible Nautile visited the wreck in 1996, she held acoustic2 equipment that allowed scientists to “see through the mud” covering the bow. They saw six thin slits, some no wider than a finger, at different points along the hull. Naval architects, again from Harland & Wolff, had earlier used a computer model to learn what kind of flooding such openings below the waterline could have caused had they resulted from hitting the iceberg. They determined that pressure could have forced water into the hull at a rate of nearly seven tons a second, fast enough to sink the bow after about two hours.

Researchers have also been studying metal samples and rivets retrieved from the wreck. Some steel from that time was higher in sulfur and phosphorus than is common today, and it fractured easily in extremely cold temperatures. The temperature in the North Atlantic on Titanic’s fateful night was near freezing, cold enough to have made the metal brittle. In addition, a few of the ship’s wrought-iron rivets were found to have a high slag3 content as well as structural imperfections that may have caused them to unzip along hull seams. Finally, computer analysis shows that as the bow sank and the stern began to



rise, the stress on the ship’s midsection was more than 50 percent greater than Titanic was designed to bear. This combination of stress, cold, and structural imperfections may have caused the ship to snap apart like shattering glass.

6Such technical analyses are enlightening. But it is the eyewitness accounts that most strongly convey the human tragedy of the ship’s final moments. Wrote survivor Jack Thayer: “We could see groups of the almost fifteen hundred people still aboard, clinging in clusters or bunches, like swarming bees; only to fall in masses, pairs or singly, as the great after part of the ship… rose into the sky…. Gradually she turned her deck away from us, as though to hide from our sight the awful spectacle.” The “long continuous wailing chant” of those left adrift in the icy sea eventually faded away.

What’s next for Titanic? Her salvage and the controversy surrounding it will continue. One company is seeking the right to lead sightseeing tours to the wreck. Iron- eating bacteria are devouring her hull. Yet one fact remains uncontested: Titanic continues to hold the hearts and minds of people around the world.

1Bob Ballard: founder and head of the Institute for Exploration, specializing in deep-ocean

archaeology

2acoustic: of or pertaining to sound

3slag: rough, hard waste material left after metal is separated from ore by melting



“Titanic’s Tempestuous Afterlife” by Lisa Moore LaRoe from Titanic: Collector’s Edition, copyright © 1998 by National Geographic Society. Used by permission of the National Geographic Society.

4. Read this sentence from the article.

This combination of stress, cold, and structural imperfections may have caused the ship to snap apart like shattering glass.

The subject of the sentence is

F combination

G stress

H cold

J imperfections

5. According to the information in paragraph 4, the use of technology enabled scientists to

A pinpoint the ship’s location

B raise the remains of the Titanic

C improve modern shipbuilding procedures

D determine the structural damage of the Titanic

6. Which phrase explains why the author most likely includes the eyewitness account in paragraph 6?

F to show that there were survivors of the sinking

G to lessen the impersonal, scientific tone of the article 11

Adapted from Prince George’s County Public Schools - http://www1.pgcps.org/curriculum/index.aspx?id=76512


H to encourage readers to support additional research

J to clarify the actions of those still on the ship

Directions Read the story “The Architecture of a Soul.” Then answer question 7.

Pink murex. Melongena corona. Cowry. Conch. Mussel. Left-sided whelk. Lightning whelk. True-heart cockle. Olivella. Pribilof lora. Angel wings.

These are the names of shells, the shells my grandmother and I catalogued together during the winter of 1963. I was eight years old.

With field guides all around us, we thumbed through plates of photographs, identifying each shell. Mimi would read the descriptions out loud to be certain our classifications were correct. Then, with a blue ball-point pen, we would write the appropriate name on white adhesive tape and stick it on the corresponding shell.

“It’s important to have a hobby,” Mimi said, “something to possess you in your private hours.”

My grandmother’s hobby was spending time at the ocean, walking along the beach, picking up shells.

For a desert child, there was nothing more beautiful than shells. I loved their shapes, their colors. I cherished the way they felt in the palm of my hand—and they held the voice of the sea, a primal sound imprinted on me as a baby.

“Your mother and I took you to the beach shortly after you were born,” Mimi said. “As you got older, you played in the sand by the hour.”

I played with these shells in the bathtub. The pufferfish was my favorite animal. I knew it was dead, dried out, and hollow, but somehow when it floated in the hot water next to my small, pink body, it came to life—a spiny globe with eyes.

Mimi would knock on the bathroom door.

“Come in,” I would say.

She surveyed my watery world. I handed her the puffer, wet.



“When I die,” she said smiling, “these shells will be your inheritance.”

Thirty years later, these shells—the same shells my grandmother collected on her solitary walks along the beach, the shells we spread out on the turquoise carpet of her study, the shells we catalogued, the shells I bathed with—now rest in a basket on a shelf in my study. They remind me of my natural history, that I was tutored by a woman who courted solitude and made pilgrimages to the edges of our continent in the name of her own pleasure, that beauty, awe, and curiosity were values illuminated in our own home.

My grandmother’s contemplation of shells has become my own. Each shell is a whorl1 of creative expression, an architecture of a soul. I can hold Melongena corona to my ear and hear not only the ocean’s voice, but the whisperings of my beloved teacher.

1 whorl: a circular arrangement of like parts, such as leaves or flowers around the same point of a stem; anything shaped like a curl

“The Architecture of a Soul” from An Unspoken Hunger by Terry Tempest Williams, copyright © 1994 by Terry Tempest Williams. Used by permission of Pantheon Books, a division of Random House, Inc.

7. What is the most likely reason the author begins her essay with a list of names of shells?

A The shells are important to the author’s work as a naturalist.

B The author values the shells because they are all that remain of her childhood.

C The shells represent the memory of the author’s grandmother and the time they spent together.

D The author uses the shells to suggest the abundance of life forms that can be found in the sea.

DirectionsRead the following excerpt from the story “The First Day.” Then answer numbers 9 through 11.

The First Day

By Edward Jones

“Is this where they register for school?” my mother asks a woman at one of the tables. The woman looks up slowly as if she has heard this question once too often. She nods. “These the forms you gotta use?” my mother asks the woman, picking up a few pieces of the paper from the table. “Is this what you have to fill out?” The woman tells her yes, but that she need fill out only one.



“I see,” my mother says, looking about the room. Then: “Would you help me with this form? That is, if you don’t mind.” The woman asks my mother what she means. “This form. Would you mind helpin’ me fill it out?” The woman still seems not to understand. “I can’t read it. I don’t know how to read or write, and I’m askin’ you to help me.” My mother looks at me, then looks away. I know almost all of her looks, but this one is brand new to me. “Would you help me with them?” The woman says Why sure, and suddenly she appears happier, so much more satisfied with everything. She finishes the form for her daughter and my mother and I step aside to wait for her. We find two chairs nearby and sit. My mother is now diseased, according to the girl’s eyes, and until the moment her mother takes her and the form to the front of the auditorium, the girl never stops looking at my mother. I stare back at her. “Don’t stare,” my mother says to me. “You know better than that.” Another woman out of the Ebony ads takes the woman’s child away. Now, the woman says upon returning, let’s see what we can do for you two.

My mother answers the questions the woman reads off the form. They start with my last name, and then on to the first and middle names. This is school, I think. This is going to school. My mother slowly enunciates each word of my name. This is my mother. As the questions go on, she takes from her pocketbook document after document, as if they will support my right to attend school, as if she has been saving them up for just this moment. Indeed, she takes out more papers than I have ever seen her do in other places: my birth certificate, my baptismal record, a doctor’s letter concerning my bout with chicken pox, rent receipts, records of immunization, a letter about our public assistance payments, even her marriage license – every single paper that has anything even remotely to do with my five-year-old life. Few of the papers are needed here, but it does not matter and my mother continues to pull out the documents with the purposefulness of a magician pulling out a long string of scarves. She has learned that money is the beginning and end of everything in this world, and when the woman finishes, my mother offers her fifty cents, and the woman accepts it without hesitation. My mother and I are just about the last parent and child in the room. My mother presents the form to a woman sitting in front of the stage, and the woman looks at it and writes something on a white card, which she gives to my mother. Before long, the woman who has taken the girl with the drooping curls appears from behind us, speaks to the sitting woman, and introduces herself to my mother and me. She’s to be my teacher, she tells my mother. My mother stares.

We go into the hall where my mother kneels down to me. Her lips are quivering.“I’ll be back to pick you up at twelve o’clock. I don’t want you to go nowhere. You just wait

here. And listen to every word she say.” I touch her lips and press them together. It is an old, old game between us. She puts my hand down at my side, which is not part of the game. She stands and looks a second at the teacher, then she turns and walks away. I see where she has darned1 one of her socks the night before. Her shoes make loud sounds in the hall. She passes through the doors and I can still hear the loud sound of her shoes. And even when the teacher turns me toward the classrooms and I hear what must be the singing and talking of all the children in the world, I can still hear my mother’s footsteps above it all.

1 darned: to mend or repair a hole or garment

Question 8 has been removed.



10. Which statement best expresses the theme of the story? A Strength of character is more valuable than learned skills. B One can earn another person’s respect by being considerate. C A person’s future depends upon his or her ability to be flexible. D Expectations are often placed so high they can never be reached.

11. Read the following sentence from the story.

My mother presents the form to a woman sitting in front of the stage, and the woman looks at it and writes something on a white card, which she gives to my mother.

In this sentence, the author most likely uses the word presents rather than gives to

F show how embarrassed the mother isG reveal the mother’s distrust of othersH emphasize the mother’s desire to readJ indicate how important this act is to the mother


9. To understand the events in the story, a reader should mostly focus on

F the behavior of the teacherG the words of the classmates H the thoughts of the helpful motherJ the actions of the narrator’s mother


DirectionsRead the poem “John Chapman” about the legendary Johnny Appleseed, an American credited with planting apple trees across the country. Then answer numbers 12 through 15.

JOHN CHAPMAN by Mary Oliver

He wore a tin pot for a hat, in whichhe cooked his suppertoward eveningin the Ohio forest. He worea sackcloth shirt and walked 5barefoot on feet crooked as roots. And everywhere he wentthe apple treessprang up behind him lovelyas young girls.

No Indian or settler or wild beastever harmed him, and he for his part honored 10everything, all God’s creatures! thought little,on a rainy night,of sharing the shelter of a hollow log touchingflesh with any creatures there: snakes,raccoon possibly, or some great slab of bear. 15

Mrs. Price, late of Richard County,at whose parents’ house he sometimes lingered,recalled: he spokeonly once of women and his gray eyesbrittled into ice. “Some 20are deceivers, “he whispered, and she feltthe pain of it, remembered itinto her old age.

Well, the trees he planted or gave awayprospered, and he became 25the good legend, you dowhat you can if you can; whatever

the secret, and the pain,

there’s a decision: to die,or to live, to go on 30caring about something. In spring, in Ohio,in the forest that are left you can still findsign of him: patchesof cold white fire.



12.The information about Mrs. Price isincluded to

A identify the location of the apple orchards in Ohio

B provide testimony of Chapman’s personality and life

C emphasize the methods Chapman uses to survive outdoors

D show the truth of rumors about Chapman’s selfishness

13. Which idea is most closely related to a theme of the poem?

F moving beyond personal problems

G exploring past experiences openly

H appreciating the beauty of spring

J becoming famous by planting trees

14.Which detail from the poem best contributes to its tone of appreciation?

A he cooked his supper toward evening (lines 2 and 3)

B he sometimes lingered (line 17)

C his gray eyes brittled into ice (lines 19 and 20)

D the trees he planted or gave away prospered (lines 24 and 25)

15. The poet most likely uses the phrase “sprang up” rather than “grew” in line 7 to

F describe the trees Chapman sees as he travels

G explain the life cycle of apple seeds as they become trees

H suggest the dense growth of the apple trees in the wilderness

J show how quickly the trees appeared in the landscape


16


Short Answer Response Planning Page

DirectionsReread “John Chaplin.” Which line/phrase/moment in the poem do you consider the most powerful in developing the theme of the poem? Explain what made the passage powerful. Use the space below for planning your response. Then write your response on the Short Answer Response (page 33) at the back of this booklet. Plan/pre-write your Short Answer Response in this space.



DirectionsAnswer numbers 17 through 20.

17. Which of these is a run-on sentence that should be revised?A If we want these treasures around for future generations, we must vow today to protect

the Chesapeake Bay waters. B Every time we allow unnatural substances to enter the Bay, we reduce our

grandchildren’s chances of seeing the wildlife we enjoy. C People can use their free time cleaning pollution from the water, they can write letters

urging their local representatives to keep companies from polluting the Bay. D No matter how you choose to show your support for the Chesapeake Bay, you must act immediately.

18. Read the following sentence. Dearest family, I desire you all to be educated in English language, science, and literature.

Which word is used as a modifier in this line?F family G English H language J science

19. Which of these should be revised to correct an incomplete sentence?A Many people think bats can be very scary, and it is true that some bats carry the rabies

virus. B For example, believing bats will get stuck in people's hair. C That belief is not so. D This ability is called “echolocation.”

20. Read the following sentence, then answer the question below:\

Once, exploring the night beach, I surprised a small ghost crab in the searching beam of my torch.

In this sentence, which word is used as a modifier?F night G beach

H beam J torch



DirectionsRead the story “Winter Hibiscus . ” Then answer numbers 21 and 22.

It was like walking into another world. A hot, moist world exploding with greenery. Huge flat leaves, delicate wisps of tendrils, ferns and fronds and vines of all shades and shapes grew in seemingly random profusion.

“Over there, in the corner, the hibiscus. Is that what you mean?” The florist pointed at a leafy potted plant by the corner.

There, in a shaft of the wan afternoon sunlight, was a single bloodred blossom, its five petals splayed back to reveal a long stamen tipped with yellow pollen. Saeng felt a shock of recognition so intense, it was almost visceral.1

“Saebba,” Saeng whispered.

A saebbah hedge, tall and lush, had surrounded their garden, its lush green leaves dotted with vermilion flowers. And sometimes after a monsoon rain, a blossom or two would have blown into the well, so that when she drew the well water, she would find a red blossom floating in the bucket.

Slowly, Saeng walked down the narrow aisle toward the hibiscus. Orchids, lanna bushes, oleanders, elephant ear begonias, and bougainvillea vines surrounded her. Plants that she had not even realized she had known but had forgotten drew her back into her childhood world.

When she got to the hibiscus, she reached out and touched a petal gently. It felt smooth and cool, with a hint of velvet toward the center—just as she had known it would feel.

And beside it was yet another old friend, a small shrub with waxy leaves and dainty flowers with purplish petals and white centers. “Madagascar periwinkle,” its tag announced. How strange to see it in a pot, Saeng thought. Back home it just grew wild, jutting out from the cracks in brick walls or between tiled roofs.

And that rich, sweet scent—that was familiar, too. Saeng scanned the greenery around her and found a tall, gangly plant with exquisite little white blossoms on it. “Dok Malik,” she said, savoring the feel of the word on her tongue, even as she silently noted the English name on its tag, “jasmine.”

One of the blossoms had fallen off, and carefully Saeng picked it up and smelled it. She closed her eyes and breathed in, deeply. The familiar fragrance filled her lungs, and Saeng could almost feel the light strands of her grandmother’s long gray hair, freshly washed, as she combed it out with the fine-toothed buffalo-horn comb. And when the sun had dried it, Saeng would help the gnarled old fingers knot the hair into a bun, then slip a dok Malik bud into it.


Saeng, a teenage girl, and her family have moved to the United States from Vietnam. As Saeng walks home after failing her driver’s test, she sees a familiar plant. Later, she goes to a florist shop to see if the plant can be purchased.


Saeng looked at the white bud in her hand now, small and fragile. Gently, she closed her palm around it and held it tight. That, at least, she could hold on to. But where was the fine-toothed comb? The hibiscus hedge? The well? Her gentle grandmother?

A wave of loss so deep and strong that it stung Saeng’s eyes now swept over her. A blink, a channel switch, a boat ride into the night, and it was all gone. Irretrievably, irrevocably gone.

And in the warm moist shelter of the greenhouse, Saeng broke down and wept. 14It was already dusk when Saeng reached home. The wind was blowing harder, tearing off the

last remnants of green in the chicory weeds that were growing out of the cracks in the sidewalk. As if oblivious to the cold, her mother was still out in the vegetable garden, digging up the last of the onions with a rusty trowel. She did not see Saeng until the girl had quietly knelt down next to her.

Her smile of welcome warmed Saeng. “Ghup ma laio le? You’re back?” she said cheerfully. “Goodness, it’s past five. What took you so long? How did it go? Did you—?” Then she noticed the potted plant that Saeng was holding, its leaves quivering in the wind.

Mrs. Panouvong uttered a small cry of surprise and delight. “Dok faeng-noi!” she said. “Where did you get it?”

“I bought it,” Saeng answered, dreading her mother’s next question.

“How much?”

For answer Saeng handed her mother some coins.

“That’s all?” Mrs. Panouvong said, appalled, “Oh, but I forgot! You and the Lambert boy ate Bee-Maags2….”

“No, we didn’t, Mother,” Saeng said.

“Then what else—?”

“Nothing else. I paid over nineteen dollars for it.” 24“You what?” Her mother stared at her incredulously. “But how could you? All the seeds for this

vegetable garden didn’t cost that much! You know how much we—” She paused, as she noticed the tearstains on her daughter’s cheeks and her puffy eyes.

“What happened?” she asked, more gently.

“I—I failed the test,” Saeng said.

For a long moment Mrs. Panouvong said nothing. Saeng did not dare look her mother in the eye. Instead, she stared at the hibiscus plant and nervously tore off a leaf, shredding it to bits.

Her mother reached out and brushed the fragments of green off Saeng’s hands. “It’s a beautiful plant, this dok faeng-noi,” she finally said. “I’m glad you got it.”

“It’s—it’s not a real one,” Saeng mumbled. “I mean, not like the kind we had at—at—” She found that she was still too shaky to say the words at home, lest she burst into tears again. “Not like the kind we had before,” she said.

“I know,” her mother said quietly. “I’ve seen this kind blooming along the lake. Its flowers aren’t as pretty, but it’s strong enough to make it through the cold months here, this winter hibiscus. That’s what matters.”



She tipped the pot and deftly eased the ball of soil out, balancing the rest of the plant in her other hand. “Look how root-bound it is, poor thing,” she said. “Let’s plant it, right now.”

She went over to the corner of the vegetable patch and started to dig a hole in the ground. The soil was cold and hard, and she had trouble thrusting the shovel into it. Wisps of her gray hair trailed out in the breeze, and her slight frown deepened the wrinkles around her eyes. There was a frail, wiry beauty to her that touched Saeng deeply.

“Here, let me help, Mother,” she offered, getting up and taking the shovel away from her.

Mrs. Panouvong made no resistance. “I’ll bring in the hot peppers and bitter melons, then, and start dinner. How would you like an omelet with slices of the bitter melon?”

“I’d love it,” Saeng said.

Left alone in the garden, Saeng dug out a hole and carefully lowered the “winter hibiscus” into it. She could hear the sounds of cooking from the kitchen now, the beating of eggs against a bowl, the sizzle of hot oil in the pan. The pungent smell of bitter melon wafted out, and Saeng’s mouth watered. It was a cultivated taste, she had discovered—none of her classmates or friends, not even Mrs. Lambert, liked it—this sharp, bitter melon that left a golden aftertaste on the tongue. But she had grown up eating it and, she admitted to herself, much preferred it to a Big Mac.

The “winter hibiscus” was in the ground now, and Saeng tamped down the soil around it. Overhead, a flock of Canada geese flew by, their faint honks clear and—yes—familiar to Saeng now. Almost reluctantly, she realized that many of the things that she had thought of as strange before had become, through the quiet repetition of season upon season, almost familiar to her now. Like the geese. She lifted her head and watched as their distinctive V was etched against the evening sky, slowly fading into the distance.

When they come back, Saeng vowed silently to herself, in the spring, when the snows melt and the geese return and this hibiscus is budding, then I will take that test again.

1visceral: deeply felt; instinctive 2Bee-Maags: mother’s attempt to say “Big Macs,” a popular fast-food sandwich



“Winter Hibiscus” by Minfong Ho, copyright © 1993 by Minfong Ho, from Join In, Multiethnic Short Stories, by Donald R. Gallo, ed. Used by permission of Dell Publishing, a division of Random House, Inc.

21. Carefully examine the details of the photograph below.

Both the photograph and the story express all of these ideas EXCEPT A seeming out of place B adapting to circumstances C being determined to survive D being merely an object of beauty

22. Read this sentence from paragraph 14 of the story. As if oblivious to the cold, her mother was still out in the vegetable garden, digging up the last of the onions with a rusty trowel.

Which word is used as the subject of the sentence? F cold G mother H garden J onions



DirectionsRead the story “Nonrepresentational Art.” Then answer numbers 23 through 26.

My sister, Louise, thinks our mother should get out more, broaden her views, and lead a rich, full life. I myself am content to let her sit in her reclining chair all day, reading the UFO newsletter, listening to the radio, and drawing conclusions. For one thing, it’s hard for her to get around, and for another, she startles people sometimes with her bloodcurdling solutions for the world’s problems.

So it was my sister’s idea for us all to go to supper at the house of an artist friend of hers, and afterward to an opening at an art gallery where one of his paintings was part of a juried exhibit.1

3Louise, who is a great believer in the benefits of physical exercise, had the idea that it would be a pleasant excursion for us to walk from her house across Tallahassee2 to her friend’s house. She had even gone so far as to rent a wheelchair for our mother, who can walk, but not that far and not at the pace my sister thinks provides the most aerobic3 benefit. We settled Mama into the wheelchair and loaded her down with both our pocketbooks and a vase of flowers I had picked to present to our host in hopes of softening the effects of any opinions Mama might vent during the evening. Louise got a grip on the handles, and off we went.

Tallahassee is an Indian word meaning “City of Seven Hills.” Louise set the pace at what I considered breakneck speed—a “fitness walk” she called it. Mama hung on to the armrests of the wheelchair with both hands and clamped the vase of flowers between her knees. Every block or so I would sprint around to the front of the chair to see how she was doing. Her little face peered out grimly from behind the bobbing daisies, and her knuckles were white. Every time Louise would swoop her down one of those wheelchair-accessible curbs, a dollop4 of water would fly out of the vase and plop into her lap.

About halfway there Louise began giving Mama a breathless little preparatory lecture on the sort of art we were likely to see.

“What?” shouted Mama. “I can’t hear you with this wind whistling around my ears.”

“Nonrepresentational art!” my sister repeated.

Mama’s favorite pictures are all of cows—Holstein or Jersey cows in sunny fields.

“That means no cows, Mama!” I yelled.

“Or if there are cows, you won’t be able to tell it,” Louise explained, puffing up the seventh hill.



11We arrived. Mama rose from the wheelchair and swept up to the door with her walking stick in full play. Louise and I hung back to catch our breath and straighten our clothing. Mama handed our host the flowers and said, “My daughters are maniacs.”

12Supper was elegant, but not substantial—little dabs of pink-and-white food on lettuce leaves. Mama pulled a saltshaker out of her pocket and gave everything on her plate a heavy sprinkling. The artist-host watched, mesmerized. It was like a little snowstorm.

On the way to the gallery Mama sat in the front with our host, and Louise and I sat in back. Mama was telling him all about Holstein cows. We were proud to see that his picture had won first place. It was a small watercolor, with streaks of light green and tan. It might have been a tiger in sunlight, but this being Florida, I thought more of a palmetto frond. Louise and I looked carefully at all the pictures. Then we wandered out onto the porch, where we found Mama and the artist sitting in chairs and talking.

14I could tell from the fully present look of the top of his glowing bald head that Mama was describing her invention of a cure for male-pattern baldness. She calls it “the axillary transplant.” After a while we all headed back to Louise’s house. The artist seemed a little distracted as he helped us unload Mama’s wheelchair and then shook her hand. We told him good-night, and congratulations.

Driving Mama home from my sister’s house, I wondered what that nonrepresentational artist would dream about that night as he lay in bed with the top of his head tingling. Probably he would dream about his prize-winning painting at the art gallery. But just maybe in his dreams, those dim green-and-tan vegetable tigers will melt away, and in their place will stand a herd of Holsteins in a sunny field, with all the light and all the shadows in the world seeping out of the black and white of those cows.

I can’t wait for his next exhibit.

1juried exhibit: an exhibit in which only works of art approved by a jury or panel of artists are displayed

2Tallahassee: capital of Florida 3aerobic: that which strengthens the cardiovascular system 4dollop: splash

“Nonrepresentational Art” from Mama Makes Up Her Mind and Other Dangers of Southern Living by Bailey White. Copyright © 1993 by Bailey White. Used by permission of Perseus Books Publishers, a member of Perseus Books, L.L.C.



23. Read this sentence from paragraph 3 of the story.Louise, who is a great believer in the benefits of physical exercise, had the idea that it would be a pleasant excursion for us to walk from her house across Tallahassee to her friend’s house.The narrator most likely uses the words “pleasant excursion” in this sentence to suggest that her sister’s idea is

A brilliant B insightful C ridiculous D scary

24. Mama calls her daughters maniacs in paragraph 11 because of their F unusual taste in art

G haste to get across town H obvious lack of manners J decision to bring flowers

25. Read the following paragraph, then answer the question below:

Supper was elegant, but not substantial—little dabs of pink-and-white food on lettuce leaves. Mama pulled a saltshaker out of her pocket and gave everything on her plate a heavy sprinkling. The artist-host watched, mesmerized. It was like a little snowstorm.

The author includes the details in these sentences most likely to show Mama’s

A dislike of ordinary food B discomfort in a new setting C disregard for appropriate behavior D disloyalty to her daughter’s friend

26. In paragraph 14, the artist is distracted because he is most likely thinking aboutF giving Mama a ride home G his plans for his next exhibit H accepting his first-place award J his strange conversation with Mama



Short Answer Response

“John Chapman” Which line/phrase/moment in the poem do you consider the most powerful in developing the theme of the poem? Explain what made the passage powerful. Be sure to include important ideas to support your response.

Write your short answer in the space below. Proofread your response for grammar and language usage.

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Week · Web view2013-2014 Winter Break Student Homework Packet Mr. Abrams / CMAB Reading/English Language Arts Grade 10 2013 –14 WINTER BREAK READING HOMEWORK PACKET GRADE 10 In