Buckle Down Mississippi
SATP High School English II
Lesson 1: Words and Language
Lesson 2: Reading Strategies
Lesson 3: Inference and Conclusion
Unit 2
Literary Elements
Lesson 4: Narratives
Lesson 5: Poetry
Lesson 6: Drama
Lesson 7: Author’s Purpose
Unit 3
Effective Communication
Lesson 8: Planning
Lesson 9: Drafting
Lesson 10: Revising
Lesson 11: Editing and Publishing
Unit 4
Composition
Lesson 12: Narrative Writing
Lesson 13: Expository Writing
Lesson 14: Response to Literature
Lesson 15: Persuasive Writing
Lesson 16: Research
Unit 5
Standard English
Mississippi
Lesson 17: Grammar
Lesson 18: Mechanics
Lesson 19: Sentence Structure
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LANGUAGE ARTS • WRITING • MATHEMATICS • SCIENCE • U.S. HISTORY
Student Set MS05062S1
P.O. Box 2180
Iowa City, Iowa 52244-2180
Includes: Student Workbook, Form A
Practice Test, Form B Practice Test
PHONE: 800-776-3454
FAX: 877-365-0111
Individual Products:
www.BuckleDown.com
Student Workbook MS05062W1
Form A Practice Test MS05062A1
Form B Practice Test MS05062B1
ISBN 0-7836-5595-9
51595
9 780783 655956
HS
English II
High School ENGLISH II
Skills and Strategies
Mississippi SATP
The cover photograph shows a
Mandrill Monkey, the world’s largest
and most colorful monkey. They
live in tropical rain forests in West
Africa and spend their days looking
for plants and insects to eat. You
can read about a particularly tricky
monkey in a passage in Lesson 3.
Unit 1
SATP
TABLE OF CONTENTS
Introduction................................................................................................................ 1
Test-Taking Tips............................................................................................. 2
Part One—Reading
Unit 1 – Skills and Strategies..................................................................................... 5
Lesson 1: Words and Language..................................................................... 6
Objectives: 10.1.a, 10.1.b, 10.1.c, 10.1.d
Lesson 2: Reading Strategies....................................................................... 20
Objectives: 10.2.a, 10.2.b, 10.2.c, 10.2.d, 10.2.e.1, 10.2.e.2
Lesson 3: Inference and Conclusion............................................................ 35
Objectives: 10.2.b, 10.2.c, 10.2.e.1
Unit 2 – Literary Elements...................................................................................... 47
Lesson 4: Narratives..................................................................................... 48
Objectives: 10.1.c, 10.2.c, 10.2.e.1, 10.2.e.2
Lesson 5: Poetry........................................................................................... 61
Objective: 10.2.e.1
Lesson 6: Drama.......................................................................................... 73
Objective: 10.2.e.1
Lesson 7: Author’s Purpose......................................................................... 81
Objectives: 10.1.c, 10.2.b, 10.2.c, 10.2.e.1, 10.2.e.2, 10.2.f
Part Two—Writing
Unit 3 – Effective Communication.......................................................................... 97
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Lesson 8: Planning....................................................................................... 98
Objective: 10.3.a.1
Lesson 9: Drafting...................................................................................... 106
Objective: 10.3.a.2
Lesson 10: Revising................................................................................... 114
Objective: 10.3.a.3
Lesson 11: Editing and Publishing............................................................ 122
Objectives: 10.3.a.4, 10.3.a.5
Unit 3 SATP Practice................................................................................. 132
Unit 4 – Composition.............................................................................................. 135
Lesson 12: Narrative Writing..................................................................... 136
Objective:10.3.b
Lesson 13: Expository Writing.................................................................. 141
Objective: 10.3.c
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Table of Contents
Lesson 14: Response to Literature............................................................. 144
Objective: 10.3.c
Lesson 15: Persuasive Writing................................................................... 148
Objectives: 10.3.c, 10.3.d, 10.3.e
Lesson 16: Research.................................................................................. 152
Objectives: 10.2.d, 10.2.g, 10.3.a.3, 10.3.e
Unit 4 SATP Practice................................................................................. 158
Unit 5 – Standard English...................................................................................... 161
Lesson 17: Grammar.................................................................................. 162
Objective:10.4.a
Lesson 18: Mechanics................................................................................ 178
Objective: 10.4.b
Lesson 19: Sentence Structure................................................................... 188
Objective: 10.4.c
To the Teacher:
Mississippi Language Arts objective codes are listed
for each lesson in the table of contents and for each
page in the shaded gray bars that run across the tops
of the pages in the workbook (see the example at
right). These codes identify the Mississippi Language
Arts objectives covered on a given page. On some
pages, Depth of Knowledge (DOK) levels appear in
the shaded gray bar opposite the objectives. DOK
levels are assigned to the practice items on a given
page.
................................................................................
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Unit 5 SATP Practice................................................................................. 202
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Unit 1 – Skills and Strategies
Objectives: 10.1.a
Lesson 1: Words and Language
You’re flipping channels one Sunday morning when you come across the news show Meet the
Nation. One of the commentators on the show, Bill George, is talking about a speech recently
made by an important politician:
“Why must the nation continually be subjected to incessant, fatuous, prosaic, hour-long
harangues by a man whose sanguine rhetoric is in reality nothing more than prolix,
tortuous twaddle about trifling matters?”
Your first thought in response to Bill George is, Say what?
Don’t worry. You aren’t likely to see any passages written by Bill George on a state test. Even if
you don’t recognize some words on the test, though, enough clues will be given to help you figure
out their meanings.
You see, the test writers don’t expect you to have a phenomenal (extraordinary) vocabulary. They
do, however, expect you to have a few skills for answering questions about words and language.
They will expect you to use your word skills and knowledge to figure out the meanings of new
words, the relationships between words, and the meaning of figurative language. In addition, they
will expect you to understand how the connotation of words and the use of formal and informal
language affect the meaning of a text.
In order to do well on word and language questions, you don’t have to memorize a dictionary. The
main thing you need to learn between now and test day is how to figure out the meaning of a
word or a phrase by the way it is used in a sentence or passage. This is called using context.
Even just looking at Bill George’s comment, you can tell that what he’s saying about the
politician’s speech isn’t very positive. Actually, all he’s saying is, “Why do we have to listen to
endless, boring, dull speeches by someone whose message is wordy, winding nonsense about
things that don’t matter?”
Behind the Writing
S A M U E L C L E M E N S o r M A R K T WA I N ( 1 8 3 5 – 1 9 1 0 )
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The tips in this lesson will show you how to answer a variety of questions about words and
language.
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Lesson 1: Words and Language
Objectives: 10.1.a
Directions: Read the following passage. You will use it as you practice the tips in this lesson.
from
Life on the Mississippi
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by Mark Twain
Now when I had mastered
the language of this water and
had come to know every trifling
feature that bordered the great
river as familiarly as I knew the
letters of the alphabet, I had
made a valuable acquisition. But
I had lost something, too. I had
lost something which could
never be restored to me while I
lived. All the grace, the beauty,
the poetry had gone out of the
majestic river! I still keep in
mind a certain wonderful sunset
which I witnessed when
steamboating was new to me.
The Mississippi River continues to touch the lives of Americans
A broad expanse of the river was in unique ways.
turned to blood; in the middle
distance the red hue brightened into gold, through which a solitary log came floating,
black and conspicuous; in one place a long slanting mark lay sparkling upon the water;
in another the surface was broken by boiling, tumbling rings, that were as many-tinted as
an opal; where the ruddy flush was faintest, was a smooth spot that was covered with
graceful circles and radiating lines, ever so delicately traced; the shore on our left was
densely wooded, and the somber shadow that fell from this forest was broken in one
place by a long ruffled trail that shone like silver; and high above the forest wall a
clean-stemmed dead tree waved a single leafy bough that glowed like a flame in the
unobstructed splendor that was flowing from the sun. There were graceful curves,
reflected images, woody heights, soft distances; and over the whole scene, far and near,
the dissolving lights drifted steadily, enriching it, every passing moment, with new
marvels of coloring.
I stood like one bewitched. I drank it in, in a speechless rapture. The world was new
to me, and I had never seen anything like this at home. But as I have said, a day came
when I began to cease from noting the glories and the charms which the moon and the
sun and the twilight wrought upon the river’s face; another day came when I ceased
altogether to note them. Then, if that sunset scene had been repeated, I should have
looked upon it without rapture, and should have commented upon it, inwardly, after this
fashion: This sun means that we are going to have wind tomorrow; that floating log
means that the river is rising, small thanks to it; that slanting mark on the water refers to
a bluff reef which is going to kill somebody’s steamboat one of these nights . . .
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Unit 1 – Skills and Strategies
Objectives: 10.1.a
DOK 2
TIP 1:Look for words or phrases with meanings similar to that of the
unknown word.
One way to use context is to look nearby for synonyms—words that have the same, or almost the
same, meaning as the vocabulary word. For example, read the following sentence and answer
Number 1.
All the grace, the beauty, the poetry had gone out of the majestic river!
1. Underline words in the sentence that describe the “majestic river.”
2. Which of the following is the best meaning of the word majestic as it is used in the sentence?
A.
B.
C.
D.
stormy
raging
magnificent
crowded
In answering Number 2, you might ask yourself, “Which choice fits best with the words grace,
beauty, and poetry?”
TIP 2:Opposites should attract you.
If you can use information in a sentence to determine a word’s opposite meaning, you can make a
good guess about the meaning of the word itself. Often you can find words that mean the opposite
of the word you don’t know. Words with opposite meanings are called antonyms.
Look at the following excerpt to find a description that is an opposite of the underlined word.
The line sets up an opposite in our mind’s eye: a somber shadow broken by a shining place. Use
this information to answer the following question about the somber shadow.
3. In this passage, what is the meaning of somber?
A.
B.
C.
D.
ugly
gloomy
bright
angry
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The somber shadow that fell from this forest was broken in one place by a long ruffled trail
that shone like silver . . .
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Lesson 1: Words and Language
Objectives: 10.1.a
DOK 2
TIP 3:Gain a deeper understanding of a new word by comparing it to
related words.
On the state test, you will be asked to analyze the relationship between pairs of synonyms and
antonyms. An analogy is a comparison of two words or phrases that suggests a similarity between
them. For example, happy is to sad as serious is to comical. Happy is the opposite of sad; serious
is the opposite of comical. The relationship between each pair of words is the same.
To answer questions about analogical statements, follow these steps:
Step 1: Figure out the relationship between the pair of words in question. Are they synonyms or
antonyms?
4. Read the following sentence.
Now when I had mastered the language of this water and had come to know every
trifling feature that bordered the great river as familiarly as I knew the letters of the
alphabet, I had made a valuable acquisition.
What is the relationship between the two given words?
Step 2: Using the given words, create a sentence that defines the relationship.
A sentence for the above example might be—
Trifling is the opposite of valuable.
Step 3: Select the answer choice that best fits in the sentence you have created.
5. Read the following sentence.
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Now when I had mastered the language of this water and had come to know every
trifling feature that bordered the great river as familiarly as I knew the letters of the
alphabet, I had made a valuable acquisition.
Which explanation shows the relationship between trifling and valuable as they are used in
the sentence?
A.
B.
C.
D.
Trifling is to small as valuable is to minor.
Trifling is to unimportant as valuable is to significant.
Trifling is to beautiful as valuable is to lovely.
Trifling is to amazing as valuable is to astonishing.
Plug the answer choices into the sentence.
_________________________ is the opposite of __________________________.
Eliminate any choices that don’t make sense in the sentence. Then select the answer choice that
creates a relationship that is closest to that of the first pair of words.
Try every choice; don’t just stop when you find one that looks good. If you find two choices that
seem plausible, pick the one that creates the relationship closest to that of the first pair of words.
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