ENGLISH MID-TERM EXAM

English 5
Lesson 18
SPELLING AND VOCABULARY

Spelling
Your spelling test this week includes words you have learned for the past nine weeks. Please look back at your spelling words to refamiliarize yourself with them before the exam.

Vocabulary: Word Origins
We are going to look at vocabulary from another angle this week. Rather than simply looking up word definitions, we will begin to look at the origins of vocabulary words, and their meanings. Many of the words we know today come from words that were originally Greek or Latin. The study of word origins is called etymology. The word "etymology" is derived from the Greek root etumos, which means real or true. The ending, ology, means the study/science of (as in biology or geology).
Below, we see a group of Greek and Latin root words without any prefixes or suffixes.

anima=Life, mind, Latin
Aud=to hear, Latin
Bio=Life, Greek
cent=One hundred, Latin
cosm=world, order, universe, Greek
Dem=people, Greek
ethn=nation, Greek
Geo=earth, Greek
labor, lab=Work, Latin
Ortho=Straight, Greek
psych=mind, soul, spirit, Greek

Assignment

1. Think about words you know that contain these roots. List at least two words for each root, then use at least one of these words in a sentence of your own.
Aud= Autistic, Audio
Anima= Animal
Bio= Biology, Biosphere
Cent= Centipede, Century
Cosmo= Cosmic, Cosmos
Dem= ???
Ethn= ???
Geo= Geology, Geode
Labor= Labor
Ortho= Orthocanthus, Orthodontist
Psych= Psychic, Psychology
I know Greek, and know what most of these words mean.

Sentence: The Earth is surronded by a universe of cosmic porportions.

Your semester exam includes vocabulary words and concepts you have learned over the past nine lessons. Please review your vocabulary words before the test. You will not be asked to define words, only to understand them in the context of a sentence.

English 5
Lesson 18
LITERATURE
Literature Review

Congratulations! You've reached the mid-point of the course. Before we go further, you will want to recall what you have learned so far to help you better understand the following readings and prepare for the review test. A quick overview:

The Elements of Stories
Plot shows the sequence of events in a story (see lesson 1).
Theme helps us to understand why the events happened (see lesson 1).
Characters are the people in the story (sometimes they're animals), who have different physical and personality traits (see lessons 2, 4, 5 & 6).
Setting is the place and time in which the story takes place (see lessons 2 & 5).
Point of View tells us who's talking, and from whose perspective the story is being told (first [I or we] or third person [he, she, they or them], objective [a non-judgmental telling], limited point of view [narrator has some knowledge of events taking place], or all-knowing (also called omniscient) (see lesson 3).
Dialogue is conversation in the story, and gives the reader information about the characters (see lesson 4).
Plotting is the action taken by characters and helps move the story along (see lessons 1 & 5).
Heroes/heroines are known as protagonists (anti-heroes/heroines are the antagonists). They often exhibit extraordinary behavior (see lessons 8, 11 & 12).
Conflict (character against character, character against nature, character against society, and character against self) sets the plot in motion (see lessons 5 & 9).
Folktales were the stories that people told each other to explain how things came to be and to amuse each other. They're built on conflict that gets stronger before it resolves (see lesson 10).
Fairy tales have dream-like qualities and magical goings-on (see lessons 10, 11, & 13).
Myths are the sacred stories of a particular culture, and often attempt to explain creation and communicate the belief system of a particular group of people. Gods and goddesses are found in myths (see lesson 12).
Legends and tall tales focus upon the adventures of a protagonist from a particular region. Legends are a bit longer than the tall tales that originated from the American frontier (see lessons 11 & 13).
Figurative language conveys feelings with words (see lessons 14 & 15). Common figures of speech include:
metaphor - compares and contrasts two nouns to one another ("You are a breath of fresh air!").
simile - compares and contrasts two nouns with one another using like or as ("You're as slow as molasses!").
hyperbole - uses great exaggeration to describe something ("It's raining cats and dogs out there!").
Poetry
Poetry uses figurative language to convey emotion (see lessons 14 & 15).
Some common forms of poetry include:
haiku - a 17-syllable poem divided into three lines (5-7-5), usually addressing some aspect of the seasons (see lesson 16).
couplet - two rhyming lines (see lesson 16).
limerick - an often humorous poem with five lines (lines 1, 2, & 5 rhyme, and lines 3 & 4 contain a second rhyme) (see lesson 16).
cinquain - a five-line poem that doesn't rhyme (usually with 2-4-6-8-2 syllables on each line) (see lesson 16).
free verse - there isn't a specific rhyme scheme or formula; the poem makes its own rules (see lesson 17).
concrete (visual) poem - the text of the poem creates a picture - an actual visual image - on the page (see lesson 17).
alphabet poem - letters of the alphabet are used as points of departure for lines in the poem (see lesson 17).

English 5
Lesson 18
TEST


Grammar
1. Form the plural of the following nouns.
cities
mice
gypsies
women
daisies
monkeys
turkeys
berries


2. In the following sentences, identify the following parts of speech:
NOUNS: common (NC), proper (NP), possessive (NPOS)
VERBS: present (VPR), past (VPST), past particple (VPP), ing form (VING)
ADJECTIVES (ADJ)
ADVERBS (ADV)
PRONOUNS: nominative (PN), objective (PO), possessive (PPOS), indefinite (PI), relative (PREL)
PREPOSITIONS (PREP)
Also identify each sentence as declarative (DEC), interrogatory (INT), exclamatory (EX), or imperative (IMP).
g. Have you (OP) seen (VPP) my (PPOS) little (ADJ) black (ADJ) dog (NC)?
h. I (OP) saw (VPST) him (OP) running (VPST) happily (ADV) through (PREP) the big (ADJ) meadow (NC).
i. Harvey (NP), you (OP) naughty little (ADJ) dog (NC), come here (PREP) right now (PREP)!
j. What a good (ADJ) dog (NC) you (OP) are!
k. Boris (NP), the colorful (ADJ) African (NP) butterfly (NC), flew (VPST) slowly (ADV) toward (PREP) the huge (ADJ) yellow (ADJ) sunflower (NC).
l. Watch (VPR) out, little (ADJ) Boris (NP)!
m. Along (PREP) came (VPST) a big (ADJ) black (ADJ) hungry (ADJ) crow (NC) that (PN) swooped (VPST) down (PREP) low (PREP).
n. When (PREP) the cranky (ADJ), black (ADJ) crow (NC) saw (VPST) the brilliantly (ADJ) colored (ADJ) butterfly (NC) float (VPST) by on (PREP) the warm (ADJ) air (NC), it (OP) cried (VPST) raucously (ADV).
o. Does anyone (PI) know if the black (ADJ) crow (NC) hungrily (ADJ) gulped (VPST) Boris (NP) down (PREP)?
p. I (OP) saw (VPST) the crow (NC) eat (VPST) him (OP) under (PREP) the tree (NC).

Sorry, I used OP as PO...

3. Using the following prefixes and suffixes, make your own words:
Un
re
able
Less
ful
y
Ably
fully
pre
Dis
mis
in

No thanks

4. Properly punctuate, capitalize, and abbreviate the words in the following sentences:
“I can’t reach the light switch,” said Frankie.
The policeman shouted to the driver, “Stop right there!”
Remember to take the following tools with you: Hammer, screwdriver, and pliers.
Mrs. Morse took her dog Fred to see doctor Hidalgo on the first of January.
Suzanna Fields (Who was born in the year 1900) had always woke up at 5 AM to meet Mr. Rockford Jr. to take a walk along 2nd avenue


5. Give an example of each of the following:
simple subject The dog
simple predicate Jumped across the lawn
compound subject George, Fred, and I
compound predicate Went to the beach, the park, and the mall
dependent clause People jumped in the
independent clause People jumped in the theatre as the mummy closed in on it’s victim.


6. Indicate whether each of the following sentences is simple, compound, or complex:
Jerry and Grace bought marbles and played by the driveway. Complex
If you sleep until nine o'clock, you'll miss your ride to town. Complex
The swift car swooshed by in the night. Simple
It was raining, so we decided to stay inside and play. Compound

Literature
Please read both versions of "The Pied Piper of Hamelin" below. As you read, keep in mind what you have learned so far about the elements of a story, different types of folktales and poetry. You will notice that Robert Browning's poem combines elements of each. In the Brothers Grimm’s adaptation of the same story, notice how the telling of the same event has changed. Test questions follow the second story.

The Pied Piper of Hamelin: A Child's Story
by Robert Browning
I
HAMELIN Town's in Brunswick, By famous Hanover city; The river Weser, deep and wide, Washes its wall on the southern side; A pleasanter spot you never spied; But, when begins my ditty, Almost five hundred years ago, To see the townsfolk suffer so From vermin, was a pity.
II
Rats! They fought the dogs and killed the cats, And bit the babies in the cradles, And ate the cheeses out of the vats, And licked the soup from the cook's own ladles, Split open the kegs of salted sprats, Made nests inside men's Sunday hats, And even spoiled the women's chats By drowning their speaking With shrieking and squeaking In fifty different sharps and flats.
III
At last the people in a body To the Town Hall came flocking: " 'T is clear," cried they, "our Mayor's a noddy; And as for our Corporation - shocking To think we buy gowns lined with ermine For dolts that can't or won't determine What's best to rid us of our vermin! You hope, because you're old and obese, To find in the furry civic robe ease? Rouse up, sirs! Give your brains a racking To find the remedy we're lacking, Or, sure as fate, we'll send you packing!" At this the Mayor and Corporation Quaked with a mighty consternation.
IV
An hour they sat in council; At length the Mayor broke silence: "For a guilder I'd my ermine gown sell, I wish I were a mile hence! It's easy to bid one rack one's brain - I'm sure my poor head aches again, I've scratched it so, and all in vain. Oh, for a trap, a trap, a trap!" Just as he said this, what should hap At the chamber-door but a gentle tap? "Bless us," cried the Mayor, "What's that?" (With the Corporation as he sat, Looking little though wondrous fat; Nor brighter was his eye nor moister Than a too-long-opened oyster, Save when at noon his paunch grew mutinous For a plate of turtle green and glutinous) "Only a scraping of shoes on the mat? Anything like the sound of a rat Makes my heart go pit-a-pat!"
V
"Come in!" - the Mayor cried, looking bigger: And in did come the strangest figure! His queer long coat from heel to head Was half of yellow and half of red, And he himself was tall and thin, With sharp blue eyes, each like a pin, And light loose hair, yet swarthy skin, No tuft on cheek nor beard on chin, But lips where smiles went out and in; There was no guessing his kith and kin: And nobody could enough admire The tall man and his quaint attire. Quoth one: "It's as my great-grandsire, Starting up at the Trump of Doom's tone, Had walked this way from his painted tombstone!"
VI
He advanced to the council-table: And "Please, your honors," said he, "I'm able, By means of a secret charm, to draw All creatures living beneath the sun, That creep or swim or fly or run, After me so as you never saw! And I chiefly use my charm On creatures that do people harm, The mole and toad and newt and viper; And people call me the Pied Piper." (And here they noticed round his neck A scarf of red and yellow stripe, To match with his coat of the self-same cheque; And at the scarf's end hung a pipe; And his fingers, they noticed, were ever straying As if impatient to be playing Upon this pipe, as low it dangled Over his vesture so old-fangled.) "Yet," said he, "poor piper as I am, In Tartary I freed the Cham, Last June, from his huge swarms of gnats; I eased in Asia the Nizam Of a monstrous brood of vampire-bats; And as for what your brain bewilders, If I can rid your town of rats Will you give me a thousand guilders?" "One? fifty thousand!" - was the exclamation Of the astonished Mayor and Corporation.
VIII
Into the street the Piper stept, Smiling first a little smile, As if he knew what magic slept In his quiet pipe the while; Then, like a musical adept, To blow his pipe his lips he wrinkled, And green and blue his sharp eyes twinkled. Like a candle-flame where salt is sprinkled; And ere three shrill notes the pipe uttered, You heard as if an army muttered; And the muttering grew to a grumbling; And the grumbling grew to a mighty rumbling; And out of the houses the rats came tumbling. Great rats, small rats, lean rats, brawny rats, Brown rats, black rats, gray rats, tawny rats, Grave old plodders, gay young friskers, Fathers, mothers, uncles, cousins, Cocking tails and pricking whiskers, Families by tens and dozens, Brothers, sisters, husbands, wives, Followed the Piper for their lives. From street to street he piped advancing, And step by step they followed dancing, Until they came to the river Weser, Wherein all plunged and perished! - Save one, who, stout as Julius Caesar, Swam across and lived to carry (As he, the manuscript he cherished) to Rat-land home his commentary: Which was, "At the first shrill notes of the pipe, I heard a sound as of scraping tripe, And putting apples, wondrous ripe, Into a cider-press's gripe, And a moving away of pickle tub-boards, And a leaving ajar of conserve-cupboards, And a drawing the corks of train-oil-flasks, And a breaking the hoops of butter-casks: And it seemed as if a voice (Sweeter far than by harp or psaltery Is breathed) called out, 'Oh rats, rejoice! The world is grown to one vast drysaltery! So munch on, crunch on, take your nuncheon, Breakfast, supper, dinner, luncheon!' And just as a bulky sugar-puncheon, All ready staved, like a great sun shone, Glorious scarce an inch before me, Just as methought it said, 'Come, bore me!' - I found the Weser rolling o'er me."
VIII
You should have heard the Hamelin people Ringing the bells till they rocked the steeple. "Go," cried the Mayor, "and get long poles, Poke out the nests and block up the holes! Consult with carpenters and builders, And leave in our town not even a trace of the rats!" - when suddenly, up the face Of the Piper perked in the market-place, With a "First, if you please, my thousand guilders!"
IX
A thousand guilders! The Mayor looked blue. So did the corporation too. For council dinners made rare havoc With Claret, Moselle, Vin-de-Grave, Hock; And half the money would replenish Their cellar's biggest butt with Rhenish. To pay this sum to a wandering fellow With a gypsy coat of red and yellow! "Beside," quoth the Mayor with a knowing wink, "Our business was ended at the river's brink; We saw with our eyes the vermin sink, And what's dead can't come to life, I think; So, friend, we're not the folks to shrink From the duty of giving you something for drink, And a matter of money to put in your poke; But as for the guilders, what we spoke Of them, as you very well know, was in joke. Beside, our losses have made us thrifty. A thousand guilders! Come, take fifty!"
X
The Piper's face fell, and he cried, "No trifling, I can't wait, beside! I've promised to visit by dinner time Bagdat, and accept the prime Of the Head-Cook's pottage, all he's rich in For having left, in the Caliph's kitchen Of a nest of scorpions no survivor, With him I proved no bargain-driver. With you, don't think I'll bate a stiver! And folks who put me in a passion May find me pipe after another fashion."
XI
"How?" cried the Mayor, "D'ye think I brook Being worse treated than a cook? Insulted by a lazy ribald With idle pipe and vesture piebald? You threaten us, fellow? Do your worst, Blow your pipe there till you burst!"
XII
Once more he stept into the street, And to his lips again, Laid his long pipe of smooth straight cane; And ere he blew three notes (such sweet Soft notes as yet musician's cunning Never gave the enraptured air) There was a rustling that seemed like a bustling Of merry crowds justling at pitching and hustling; Small feet were pattering, wooden shoes clattering, Little hands clapping and little tongues chattering, And, like fowls in a farm-yard when barley is scattering, Out came the children running. All the little boys and girls, With rosy cheeks and flaxen curls, And sparkling eyes and teeth like pearls, Tripping and skipping, ran merrily after The wonderful music with shouting and laughter.
XIII
The Mayor was dumb, and the Council stood As if they were changed into blocks of wood, Unable to move a step, or cry To the children merrily skipping by, - Could only follow with the eye That joyous crowd at the Piper's back. But how the Mayor was on the rack, And the wretched Council's bosoms beat, As the piper turned from the High Street To where the Weser rolled its waters Right in the way of their sons and daughters! However, he turned from South to West, And to Koppelberg Hill his steps addressed, And after him the children pressed; Great was the joy in every breast. "He never can cross that mighty top! He's forced to let the piping drop, And we shall see our children stop!" When, lo, as they reached the mountain-side, A wondrous portal opened wide, As if a cavern was suddenly hollowed, And the Piper advanced and the children followed, And when all were in to the very last, The door in the mountain-side shut fast. Did I say all? No! one was lame, And could not dance the whole of the way; And in after years, if you would blame His sadness, he was used to say, - "It's dull in our town since my playmates left! I can't forget that I'm bereft Of all the pleasant sights they see, Which the Piper also promised me. For he led us, he said, to a joyous land, Joining the town and just at hand, Where waters gushed and fruit-trees grew, And flowers put forth a fairer hue, And everything was strange and new; The sparrows were brighter than peacocks here, And their dogs outran our fallow deer, And honey-bees had lost their stings, And horses were born with eagles' wings; And just as I became assured My lame foot would be speedily cured, The music stopped and I stood still, And found myself outside the hill, Left alone against my will, To go now limping as before, And never hear of that country more!"
XIV
Alas, alas for Hamelin! There came into many a burgher's pate A text which says that heaven's gate Opens to the rich at as easy rate As the needle's eye takes a camel in! The Mayor sent East, West, North and South To offer the Piper, by word of mouth, Wherever it was men's lot to find him, Silver and gold to his heart's content, If he'd only return the way he went, And bring the children behind him. But when they saw 't was a lost endeavor, And Piper and dancers were gone forever, They made a decree that lawyers never Should think their records dated duly If, after the day of the month and year, These words did not as well appear, "And so long after what happened here On the Twenty-second of July, Thirteen hundred and seventy-six:" And the better in memory to fix The place of the children's last retreat, They called it, the Pied Piper's Street - Where anyone playing on pipe or tabor, Was sure for the future to lose his labor. Nor suffered they hostelry or tavern To shock with mirth a street so solemn. But opposite the place of the cavern They wrote the story on a column, And on the great church-window painted The same, to make the world acquainted How their children were stolen away, And there it stands to this very day. And I must not omit to say That in Transylvania there's a tribe Of alien people who ascribe The outlandish ways and dress On which their neighbors lay such stress, To their fathers and mothers having risen Out of some subterraneous prison Into which they were trepanned Long time ago in a mighty band Out of Hamelin town in Brunswick land, But how or why, they don't understand.
XV
So, Willy, let me and you be wipers Of scores out with all men - especially pipers! And, whether they pipe us free from rats or from mice, If we've promised them aught, let us keep our promise!
http://www.ims.uni-stuttgart.de/~jonas/piedpiper.html

The Children of Hamelin
Jacob and Wilhelm Grimm
In the year 1284 a mysterious man appeared in Hameln. He was wearing a coat of many colored, bright cloth, for which reason he was called the Pied Piper. He claimed to be a rat catcher, and he promised that for a certain sum that he would rid the city of all mice and rats. The citizens struck a deal, promising him a certain price. The rat catcher then took a small fife from his pocket and began to blow on it. Rats and mice immediately came from every house and gathered around him. When he thought that he had them all he led them to the River Weser where he pulled up his clothes and walked into the water. The animals all followed him, fell in, and drowned.
Now that the citizens had been freed of their plague, they regretted having promised so much money, and, using all kinds of excuses, they refused to pay him. Finally he went away, bitter and angry. He returned on June 26, Saint John's and Saint Paul's Day, early in the morning at seven o'clock (others say it was at noon), now dressed in a hunter's costume, with a dreadful look on his face and wearing a strange red hat. He sounded his fife in the streets, but this time it wasn't rats and mice that came to him, but rather children: a great number of boys and girls from their fourth year on. Among them was the mayor's grown daughter. The swarm followed him, and he led them into a mountain, where he disappeared with them.
All this was seen by a babysitter who, carrying a child in her arms, had followed them from a distance, but had then turned around and carried the news back to the town. The anxious parents ran in droves to the town gates seeking their children. The mothers cried out and sobbed pitifully. Within the hour messengers were sent everywhere by water and by land inquiring if the children - or any of them - had been seen, but it was all for naught.
In total, one hundred thirty were lost. Two, as some say, had lagged behind and came back. One of them was blind and the other mute. The blind one was not able to point out the place, but was able to tell how they had followed the piper. The mute one was able to point out the place, although he (or she) had heard nothing. One little boy in shirtsleeves had gone along with the others, but had turned back to fetch his jacket and thus escaped the tragedy, for when he returned, the others had already disappeared into a cave within a hill. This cave is still shown.
Until the middle of the eighteenth century, and probably still today, the street through which the children were led out to the town gate was called the bunge-lose (drumless, soundless, quiet) street, because no dancing or music was allowed there. Indeed, when a bridal procession on its way to church crossed this street, the musicians would have to stop playing. The mountain near Hameln where the the children disappeared is called Poppenberg. Two stone monuments in the form of crosses have been erected there, one on the left side and one on the right. Some say that the children were led into a cave, and that they came out again in Transylvania.
The citizens of Hameln recorded this event in their town register, and they came to date all their proclamations according to the years and days since the loss of their children.
According to Seyfried the 22nd rather than the 26th of June was entered into the town register.
The following lines were inscribed on the town hall:
In the year 1284 after the birth of Christ From Hameln were led away One hundred thirty children, born at this place Led away by a piper into a mountain.
And on the new gate was inscribed:
Centum ter denos cum magus ab urbe puellos duxerat ante annos CCLXXII condita porta fuit.
[This gate was built 272 years after the magician led the 130 children from the city.]
In the year 1572 the mayor had the story portrayed in the church windows. The accompanying inscription has become largely illegible. In addition, a coin was minted in memory of the event.
After reading both versions, a poetic and a prose (non-poetry) telling of the story, do you notice any differences?

7. Refer to Browning's version of the Pied Piper story to help you answer the following, unless specifically instructed in the question. Mention the stanza number where you find your answer (a stanza is a number of lines forming a division in a poem, just as a paragraph is a number of sentences forming a division in a story). Remember to look up any words that you are not familiar with (you may find your dictionary to be very helpful here).
Who are the main characters? The Piper and The Mayor
Where and when does the story take place? Hamelin, 1284
What is the point of view? Third person
How does the dialogue add to your understanding of the Mayor and the Piper? What stanzas clearly show this? I did not understand most of it, and as I told you in Lesson 17, poems make it more boring and pointless.
How does the Piper look? Where do you find this description? I did not understand most of it, and as I told you in Lesson 17, poems make it more boring and pointless.
What kinds of conflict do you notice? I did not understand most of it, and as I told you in L. 17, poems make it more boring and pointless!
The story contains elements of a folktale, legend, tall tale and fairy tale. Name at least one reason why you might consider the Pied Piper to be an example of each type of story. There is no difference between a folktale and tall tale; Legend: It is told with an exact time and place, like it actually happened. Tall Tale: A few things are exaggerated greatly. Fairy Tale: Rats can’t dance, nobody’s hypnotized effectively like that, and 1284 is too far back for that kind of stuff.
Look at each of the following examples of figurative language contained in Browning's poem, then identify whether it is an example of simile, metaphor, or hyperbole.
And green and blue his sharp eyes twinkled. (MP) Like a candle-flame where salt is sprinkled (S) (VIII)
- Save one, who, stout as Julias Caeser, (S) (VIII)
And sparkling eyes and teeth like pearls (S) (XII)
A text which says that heaven's gate
Opens to the rich at as easy rate
As the needle's eye takes a camel in! (HB/MP) (XIV)
What poetry form do you notice throughout Browning's poem?

Free Verse, for sure.

Spelling and Vocabulary

8. Please have your teacher read the spelling words to you for the exam.


9. For each sentence, choose the correct word from the list to the right.

1. G. King George _________ the colonists' calls for autonomy.

A. subdue

2. K. The ______ pool party could be heard throughout the neighborhood.

B. resounding

3. B. The congress gave a ______ vote of confidence to the president's policies.

C. inoperable

4. I. The colonists hoped that their boycott of tea would lead to the ______ of the tea tax.

D. disintegrate

5. I. (?) Our history shows that we were willing to _____ the Native peoples by any means possible.

E. auditioned

6. D. Many meteors _______ when they hit the Earth's atmosphere.

F. impending

7. L (?) The colonies banded together to become a ________ nation.

G. denounced

8. J. (?) The doctor said the patient's cancer was too far progressed and was therefore ___________.

H. psychometrics

9. E. Several actors ________ for the lead role in the play.

I. repeal

10. F. The child's red face warned of an _________ tantrum.

J. arbitrary

11. H. The discipline of studying and measuring human behavior is called ___________.

K. boisterous

12. A. The King's ______ decisions on taxation certainly contributed to the colonial rebellion.

L. sovereign