WIT & WISDOM™
GREAT MINDS® WIT & WISDOM
Question Sets
Grade 5 Module 2
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COPYRIGHT STATEMENT
Published by Great Minds®.
Copyright © 2017 Great Minds®. All rights reserved. No part of this work may be reproduced or used in
any form or by any means—graphic, electronic, or mechanical, including photocopying or information
storage and retrieval systems—without written permission from the copyright holder.
ISBN: 978-1-64054-471-0
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WIT & WISDOM™
Table of Contents
Lesson 7 Question Set
Lesson 10 Question Set
Lesson 13 Question Set
Lesson 17 Question Set
Lesson 19 Question Set
Lesson 21 Question Set
Lesson 26 Question Set
Lesson 27 Question Set
Lesson 30 Question Set
Lesson 31 Question Set
Question Set Answer Keys
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Question Sets
INTRODUCTION AND PURPOSE
These Wit & Wisdom Question Sets provide an optional assessment resource that educators can use to support instruction
and implementation of Module 2. The sets offer opportunities for teachers to assess reading and vocabulary standards from
the current module.
Selected-response and multiple-choice items are a valuable resource for assessment. While they do not capture the full
range of student thinking—and cannot substitute for writing, open-response discussion, or performance tasks—these items
offer the following:
ƒƒ Short, easy-to-analyze, standards-aligned formative assessments that provide actionable data to support instruction
ƒƒ A method to provide timely feedback on students’ reading comprehension, critical thinking, and literacy skills
ƒƒ An efficient way to prompt rigorous, analytical thinking about text
ƒƒ A scaffold to support striving readers and English learners, providing models for how to think through understanding
complex texts
ƒƒ Additional opportunity to assess student thinking, especially in writing-heavy arcs of instruction
DESCRIPTION
Accompanying each module are ten question sets. Each question set contains three items, for a total of thirty items
per module. Each set is aligned to a particular lesson and text. Questions are deliberately sequenced to build student
understanding of the text. They are designed to elicit evidence that teachers can use to evaluate student performance in the
following areas:
ƒƒ Test preparation—are students familiar with the types of items they will see on standardized exams, and can they
respond to them successfully?
ƒƒ Standards assessment—can students demonstrate mastery of targeted reading and vocabulary standards when reading
complex texts?
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Question Sets
TIPS FOR USE
These Wit & Wisdom Question Sets can be administered flexibly and should have low stakes. If you will administer during
the lesson, review the Learn section of the targeted lesson and consider the following:
ƒƒ Have students already read the text, and if so, how many times?
ƒƒ Can their responses to the items inform how you frame a task they will work on later in the lesson?
The question sets can also be used as Exit Tickets, lesson review, formative checks, or preparation for standardized testing.
The teacher-facing answer keys include a purpose statement for each set and the specific standard(s) assessed with
each item; these resources can be helpful for planning. Note that since it is not always possible to assess the entirety of a
standard in a single item (especially if the standard has multiple parts, such as R.2), listed standards may indicate only partial
alignment.
After administering a set of questions, teachers can differentiate instruction based on evaluation of responses. Note that the
sequence of items supports formative assessment. For instance, if students do not know what an assessed vocabulary word
means in the first question, they may struggle to determine a larger central idea in the next question. Use the sequence to
gain insight into where gaps in student understanding occur.
After completing a set of questions, students should reflect, discuss, and justify answers. For instance, students can
annotate the text for evidence that supports their responses, debate the answers in small groups, and come up with a
consensus response and rationale.
TIPS FOR INCREASING STUDENT ENGAGEMENT
Make the process accessible, rigorous, and fun by trying the following methods:
ƒƒ Have students begin by committing to an initial answer. Students can “lock in” their answer in creative ways.
pp
pp
pp
Students hold up a pre-coded card or popsicle stick with the answer choice.
Students move based on a predetermined system. For instance, when you say “Go!” students who selected A sit on
the floor, students who selected B stand next to their chairs, etc.
Students go to a corner of the room labeled A, B, C, or D.
ƒƒ Encourage students to discuss answers in pairs or small groups. They should support their answers and can try to
convince others to change their answers.
ƒƒ Consider creating ongoing contests among tables or different groups.
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L7 Question Set
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Date:
Lesson 7 Question Set
Directions: Read the passage. Look at the illustration on page 30 of The Phantom Tollbooth.
Then answer each item.
from The Phantom Tollbooth
by Norton Juster
“RUN!”
“WAKE UP!”
“RUN!”
“HERE HE COMES!”
“THE WATCHDOG!”
Great shouts filled the air as the Lethargarians scattered in all directions and soon
disappeared entirely.
“R-R-R-G-H-R-O-R-R-H-F-F,” exclaimed the watchdog as he dashed up to the car, loudly
puffing and panting.
Milo’s eyes opened wide, for there in front of him was a large dog with a perfectly normal
head, four feet, and a tail—and the body of a loudly ticking alarm clock.
“What are you doing here?” growled the watchdog.
“Just killing time,”1 replied Milo apologetically. “You see—”
“KILLING TIME1!” roared the dog—so furiously that his alarm went off. “It’s bad enough
wasting time without killing it.” And he shuddered at the thought. “Why are you in the
Doldrums anyway—don’t you have anywhere to go?”
“I was on my way to Dictionopolis when I got stuck here,” explained Milo. “Can you help
me?”
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L7 Question Set
“Help you! You must help yourself,” the dog replied, carefully winding himself with his left
hind leg. “I suppose you know why you got stuck.”
“I guess I just wasn’t thinking,” said Milo.
“PRECISELY,” shouted the dog as his alarm went off again. “Now you know what you must
do.”
“I’m afraid I don’t,” admitted Milo, feeling quite stupid.
“Well,” continued the watchdog impatiently, “since you got here by not thinking, it seems
reasonable to expect that, in order to get out, you must start thinking.” And with that he
hopped into the car.
“Do you mind if I get in? I love automobile rides.”
1 killing time: Spending time doing nothing, waiting for time to pass
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 29–31.
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L7 Question Set
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1. This item has two parts. Answer PART A; then answer PART B.
Read this sentence from the passage.
“‘R-R-R-G-H-R-O-R-R-H-F-F,’ exclaimed the watchdog as he dashed up to the car,
loudly puffing and panting.”
PART A: Read each dictionary definition for the word watch. Which definition best
captures the meaning of watch in the context of the word watchdog?
a.
b.
c.
d.
look at with attention
guard over
wait for
be careful
PART B: What context supports the correct answer to PART A?
a.
b.
c.
d.
“Milo’s eyes opened wide”
“for there in front of him was a large dog”
“and the body of a loudly ticking alarm clock.”
“‘What are you doing here?’ growled the watchdog.”
2. The illustration on page 30 supports readers’ understanding of the passage by showing what?
a.
b.
c.
d.
that the watchdog helps Milo solve a problem
that the watchdog takes his job very seriously
that the watchdog is impatient with those who “kill time”
that the word watch in watchdog has two meanings
3. Which three events most belong in a summary of this passage from The Phantom Tollbooth?
a.
b.
c.
d.
e.
f.
The watchdog scolds Milo for “killing,” or wasting, time.
The watchdog roars so loudly that his alarm goes off.
The watchdog puffs and pants loudly as he approaches Milo in his car.
The watchdog tells Milo that to get out of the Doldrums he must start thinking.
The watchdog arrives and chases the Lethargarians away.
The watchdog winds his alarm with one of his hind legs.
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L10 Question Set
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Lesson 10 Question Set
Directions: Read the passage. Look at the illustration on page 51 of The Phantom Tollbooth.
Then answer each item.
from The Phantom Tollbooth
by Norton Juster
“I’m not much good at making words,” admitted Milo, spitting the pits from a P.
“Perhaps I can be of some assistance—a-s-s-i-s-t-a-n-c-e,” buzzed an unfamiliar voice, and
when Milo looked up he saw an enormous bee, at least twice his size, sitting on top of the
wagon.
“I am the Spelling Bee,” announced the Spelling Bee. “Don’t be alarmed1—a-l-a-r-m-e-d.”
Tock ducked under the wagon, and Milo, who was not overly fond2 of normal-sized bees,
began to back away slowly.
“I can spell anything—a-n-y-t-h-i-n-g,” he boasted, testing his wings. “Try me, try me!”
“Can you spell ‘good-by’?” suggested Milo as he continued to back away.
The bee gently lifted himself into the air and circled lazily over Milo’s head.
“Perhaps—p-e-r-h-a-p-s—you are under the misapprehension—m-i-s-a-p-p-r-e-h-e-n-si-o-n—that I am dangerous,” he said, turning a smart3 loop to the left.
“Let me assure—a-s-s-u-r-e—you that my intentions4 are peaceful—p-e-a-c-e-f-u-l.” And
with that he settled back on top of the wagon and fanned himself with one wing. “Now,” he
panted, “think of the most difficult word you can and I’ll spell it. Hurry up, hurry up!” And
he jumped up and down impatiently.
1 alarmed: Frightened
2 fond: Having a liking for
3 smart: Quick
4 intentions: Goals or plans
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 50–52.
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L10 Question Set
1. This item has two parts. Answer PART A; then answer PART B.
PART A: How does Milo feel toward the Spelling Bee when they first meet?
a.
b.
c.
d.
Milo admires the bee’s ability to spell words.
Milo is excited to meet a new friend at the market.
Milo is worried that the bee might harm him.
Milo is annoyed that the bee interrupts his conversation.
PART B: Which piece of evidence from the passage supports the answer to PART A?
a.
b.
c.
d.
“he saw an enormous bee”
“Milo … began to back away slowly.”
“he boasted, testing his wings.”
“The bee … circled lazily over Milo’s head.”
2. This item has two parts. Answer PART A; then answer PART B
Read this sentence from the passage.
“‘Perhaps—p-e-r-h-a-p-s—you are under the misapprehension—m-i-s-a-p-p-r-e-h-en-s-i-o-n—that I am dangerous,’ he said, turning a smart loop to the left.”
PART A: Based on your knowledge of the prefix mis–, what does the word
misapprehension mean in this sentence?
a.
b.
c.
d.
wrong understanding
simple understanding
correct understanding
important understanding
PART B: What context best helps the reader understand the meaning of misapprehension?
a.
b.
c.
d.
“he boasted, testing his wings.”
“The bee … circled lazily”
“my intentions are peaceful”
“he settled back on top of the wagon”
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L10 Question Set
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3. How does the illustration on page 51 support the reader’s understanding of the passage?
Choose two answers.
a.
b.
c.
d.
e.
f.
It shows how unsure Milo is about his own spelling abilities.
It shows how friendly the Spelling Bee is toward Milo.
It shows how pleased Milo is to be at the Word Market.
It shows how unusually large the Spelling Bee is.
It shows how nervous Milo feels around the Spelling Bee.
It shows how proud the Spelling Bee is of his spelling.
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L13 Question Set
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Lesson 13 Question Set
Directions: Read this passage from chapter 6 of The Phantom Tollbooth in which the Which,
Faintly Macabre, tells Milo a story about the princesses Rhyme and Reason. Then answer
each item.
from The Phantom Tollbooth
by Norton Juster
“Then one day they had the most terrible quarrel1 of all. King Azaz insisted that words were
far more significant than numbers and hence2 his kingdom was truly the greater, and the
Mathemagician claimed that numbers were much more important than words and hence
his kingdom was supreme.3 They discussed and debated and raved and ranted until they
were on the verge of blows,4 when it was decided to submit the question to arbitration5 by
the princesses.
“After days of careful consideration, in which all the evidence was weighed and all the
witnesses heard, they made their decision:
“‘Words and numbers are of equal value, for, in the cloak of knowledge, one is warp and
the other woof.6 It is no more important to count the sands than it is to name the stars.
Therefore, let both kingdoms live in peace.’
“Everyone was pleased with the verdict.7 Everyone, that is, but the brothers, who were
beside themselves with anger.
“‘What good are these girls if they cannot settle an argument in someone’s favor?’ they
growled, since both were more interested in their own advantage than in the truth. ‘We’ll
banish them from the kingdom forever.’
“And so they were taken from the palace and sent far away to the Castle in the Air, and they
have not been seen since. That is why today, in all this land, there is neither Rhyme nor
Reason.”
“And what happened to the two rulers?” asked Milo.
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L13 Question Set
“Banishing the two princesses was the last thing they ever agreed upon, and they soon fell
to warring with each other. Despite this, their own kingdoms have continued to prosper,8
but the old city of Wisdom has fallen into great disrepair,9 and there is no one to set things
right. So, you see, until the princesses return, I shall have to stay here.”
“Maybe we can rescue them,” said Milo as he saw how sad the Which looked.
1 quarrel: Argument
2 hence: For this reason
3 supreme: Best
4 blows: Hits or punches
5 arbitration: Settling a disagreement with the help of an outside person or persons
6 warp and … woof: The structure on which something is built; in weaving, the threads that run lengthwise and that
run across, that together make up the fabric
7 verdict: Decision
8 prosper: Grow successful
9 disrepair: A state of ruin
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 76–78.
1. This item has two parts. Answer PART A; then answer PART B.
Read this sentence from the passage.
“We’ll banish them from the kingdom forever.”
PART A: What does banish mean in this sentence?
a.
b.
c.
d.
force to leave
prevent from going
take away power
keep information from
PART B: What context helps the reader understand the meaning of banish?
a.
b.
c.
d.
“Everyone was pleased with the verdict.”
“both were more interested in their own advantage”
“they were taken from the palace and sent far away”
“I shall have to stay here.”
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L13 Question Set
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2. This item has two parts. Answer PART A; then answer PART B.
PART A: Which statement best describes a difference between the two brothers in the
passage?
a. While one brother agrees with the princesses’ decision, the other brother disagrees
with it.
b. While one brother cares deeply about the old city of Wisdom, the other does not
appreciate it.
c. While one brother wants peace between the kingdoms, the other brother wants to
fight to rule both kingdoms.
d. While one brother believes that numbers are more important, the other believes
words are more important.
PART B: Which statement best describes a similarity between the two brothers in the
passage?
a.
b.
c.
d.
Both brothers value the princesses’ advice.
Both brothers wish to rebuild the old city of Wisdom.
Both brothers are angry about the princesses’ decision.
Both brothers want the princesses to return from the Castle in the Air.
3. Which statement best expresses a theme of this passage?
a.
b.
c.
d.
Some problems are impossible to solve.
Problems should be solved with reason and common sense.
Conflict is sometimes necessary to bring about lasting peace.
It is important to take responsibility for one’s actions.
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L17 Question Set
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Lesson 17 Question Set
Directions: Read the passage. Look at the illustration on page 105 of The Phantom Tollbooth.
Then answer each item.
from The Phantom Tollbooth
by Norton Juster
“How do you manage to stand up there?” asked Milo, for this was the subject which most
interested him.
“I was about to ask you a similar question,” answered the boy, “for you must be much older
than you look to be standing on the ground.”
“What do you mean?” Milo asked.
“Well,” said the boy, “in my family everyone is born in the air, with his head at exactly the
height it’s going to be when he’s an adult, and then we all grow toward the ground. When
we’re fully grown up or, as you can see, grown down, our feet finally touch. Of course, there
are a few of us whose feet never reach the ground no matter how old we get, but I suppose
it’s the same in every family.”
He hopped a few steps in the air, skipped back to where he started, and then began again.
“You certainly must be very old to have reached the ground already.”
“Oh no,” said Milo seriously. “In my family we all start on the ground and grow up, and we
never know how far until we actually get there.”
“What a silly system.” The boy laughed. “Then your head keeps changing its height and you
always see things in a different way? Why, when you’re fifteen things won’t look at all the
way they did when you were ten, and at twenty everything will change again.”
“I suppose so,” replied Milo, for he had never really thought about the matter.
“We always see things from the same angle,” the boy continued. “It’s much less trouble that
way.”
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 104–106.
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L17 Question Set
1. Read this sentence from the passage.
“‘We always see things from the same angle,’ the boy continued. ‘It’s much less trouble
that way.’”
Read each dictionary definition for the word angle. Which meaning of angle is used in this
sentence?
a.
b.
c.
d.
a sharp corner that projects outward
a figure formed by two lines extending from a single point
the position from which something is viewed or considered
one aspect of a subject, event, or problem
2. This item has two parts. Answer PART A; then answer PART B.
PART A: Which statement best describes a difference between Milo and the boy he meets
in this passage?
a. While Milo is interested to learn more about the boy, the boy is not curious about
Milo.
b. While Milo grows up from the ground, the boy grows down toward the ground.
c. While Milo sees the world from the same position his whole life, while the boy’s view
constantly changes.
d. While Milo thinks his conversation with the boy is funny, the boy takes it more
seriously.
PART B: Which two phrases from the passage best support the answer to PART A?
a.
b.
c.
d.
e.
f.
“When we’re fully grown up … our feet finally touch.”
“I suppose it’s the same in every family.”
“we all start on the ground and grow up”
“What a silly system.”
“when you’re fifteen things won’t look at all the way they did when you were ten”
“he had never really thought about the matter.”
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L17 Question Set
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3. How does the illustration on page 105 support the reader’s understanding of the passage?
a. It shows the boy’s surprise at seeing Milo on the ground, which helps readers
understand why the boy assumes Milo is old.
b. It shows how happy the boy is to meet Milo, which helps readers understand how
rarely the boy meets new people.
c. It shows the boy floating in the air, which helps readers understand how people in
the boy’s family grow.
d. It shows the boy’s confusion, which helps readers understand the boy’s attitude
toward Milo’s way of growing.
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L19 Question Set
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Lesson 19 Question Set
Directions: Read the passage and answer each item.
from The Phantom Tollbooth
by Norton Juster
“We’d better be getting along,” said Tock, whose alarm had begun to ring again, “for there’s
still a long way to go.”
Chroma nodded a fond good-by as they all started back through the forest, and in honor of
the visit he made all the wild flowers bloom in a breathtaking display.
“I’m sorry you can’t stay longer,” said Alec sadly. “There’s so much more to see in the Forest
of Sight. But I suppose there’s a lot to see everywhere, if only you keep your eyes open.”
They walked for a while, all silent in their thoughts, until they reached the car and Alec
drew a fine telescope from his shirt and handed it to Milo.
“Carry this with you on your journey,” he said softly, “for there is much worth noticing
that often escapes the eye. Through it you can see everything from the tender moss in
a sidewalk crack to the glow of the farthest star—and, most important of all, you can see
things as they really are, not just as they seem to be. It’s my gift to you.”
Milo placed the telescope carefully in the glove compartment, and reached up to shake
Alec by the hand. Then he stepped on the starter and, with his head full of strange new
thoughts, drove out the far end of the forest.
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 131–132.
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L19 Question Set
1. Read this sentence from the passage.
“‘Carry this with you on your journey,’ he said softly, ‘for there is much worth noticing
that often escapes the eye.’”
Read each dictionary definition for the word escape. Which meaning of escape is used in
this sentence?
a.
b.
c.
d.
avoid being caught or hurt
free oneself from being confined or imprisoned
leak out from, as a fluid or gas
fail to be noticed by
2. This item has two parts. Answer PART A; then answer PART B.
PART A: In the passage, Alec tells Milo that the telescope will help him notice details in the
world around him. According to Alec, what is another important purpose of the telescope?
a.
b.
c.
d.
It will help Milo see from other people’s points of view.
It will help Milo remember Alec as he continues his journey.
It will help Milo see the truth in the world around him.
It will help Milo learn more about the stars in the night sky.
PART B: Which piece of evidence from the passage best supports the answer to PART A?
a.
b.
c.
d.
“‘I’m sorry you can’t stay longer,’ said Alec sadly.”
“There’s so much more to see in the Forest of Sight.”
“But I suppose there’s a lot to see everywhere”
“you can see things as they really are, not just as they seem to be.”
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L19 Question Set
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3. Select three events that belong in a summary of this passage from The Phantom Tollbooth.
a.
b.
c.
d.
e.
f.
Milo and his friends return to the car, ready to continue their journey.
Chroma creates a beautiful display of wildflowers for Milo and his friends.
Alec gives Milo the gift of a telescope to help him on his journey.
Alec tells Milo that, with the telescope, he will see moss in a sidewalk crack.
Milo places the telescope in the glove compartment of his car.
Milo says farewell to Alec and drives out of the Forest of Sight.
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L21 Question Set
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Lesson 21 Question Set
Directions: Read the passage from chapter 13 of The Phantom Tollbooth. Look at the
illustration on page 161. Then answer each item.
from The Phantom Tollbooth
by Norton Juster
Several people excitedly threw their hats into the air, some shouted what would have been
a loud hurrah,1 and the rest pushed the heavy cannon into place. They aimed it directly at
the thickest part of the fortress wall and packed it full of gunpowder.
Milo stood on tiptoe, leaned over into the cannon’s mouth, and parted his lips. The small
sound dropped silently to the bottom and everything was ready. In another moment the
fuse2 was lit and sputtering.3
“I hope no one gets hurt,” thought Milo, and, before he had time to think again, an immense
cloud of gray and white smoke leaped from the gun and, along with it, so softly that it was
hardly heard, came the sound of—
BUT
It flew toward the wall for several seconds in a high, lazy arc and then struck ever so lightly
just to the right of the big door. For an instant there was an ominous4 stillness, quieter and
more silent than ever before, as if even the air was holding its breath.
And then, almost immediately, there was a blasting, roaring, thundering smash, followed by
a crushing, shattering, bursting crash, as every stone in the fortress came toppling to the
ground and the vaults5 burst open, spilling the sounds of history into the wind.
1 hurrah: Exclamation of joy
2 fuse: Cord that is lit with fire to set off an explosion
3 sputtering: Making soft exploding sounds
4 ominous: Showing a sign of trouble to come
5 vaults: Rooms used for storing and protecting valuable things
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 160–161.
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L21 Question Set
1. Read this sentence from the passage.
“For an instant there was an ominous stillness, quieter and more silent than ever
before, as if even the air was holding its breath.”
In this passage, what does the phrase as if even the air was holding its breath describe?
a.
b.
c.
d.
how exactly the sound strikes the fortress
how fast the sound travels through the air
how quiet it is when the sound strikes the fortress
how much smoke fills the air when the cannon goes off
2. How does the illustration on page 161 help readers understand this passage?
a.
b.
c.
d.
It shows how powerful the cannon is to reach the fortress wall.
It shows how proud Milo is to have helped the people in the Valley of Sound.
It shows how the cannon is aimed to reach the Soundkeeper’s fortress.
It shows how Milo loads a sound from inside his mouth into the cannon.
3. In chapter 12, Milo, Tock, and Humbug enter the Valley of Sound. To their surprise, they
discover that this valley is a completely silent place! The Soundkeeper has abolished all
sound from the valley and keeps it locked up inside her fortress.
Based on chapter 12 and this passage from chapter 13, what purpose do chapters 12 and 13
serve within the novel?
a. They describe a major obstacle that will prevent Milo from completing his mission
to rescue Rhyme and Reason.
b. They give clues about where Rhyme and Reason are and what Milo will need to do
to complete his mission to rescue them.
c. They show Milo applying what he has learned to accomplish a smaller mission
before continuing his quest to rescue Rhyme and Reason.
d. They tell how Milo helps the kingdoms of Wisdom so that he will not have to
complete his mission to rescue Rhyme and Reason.
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L26 Question Set
Name:
Date:
Lesson 26 Question Set
Directions: Read the passages and answer each item.
Passage 1
from The Phantom Tollbooth
by Norton Juster
“I was on my way to Dictionopolis when I got stuck here,” explained Milo. “Can you help me?”
“Help you! You must help yourself,” the dog replied, carefully winding himself with his left
hind leg. “I suppose you know why you got stuck.”
“I guess I just wasn’t thinking,” said Milo.
“PRECISELY,” shouted the dog as his alarm went off again. “Now you know what you must do.”
“I’m afraid I don’t,” admitted Milo, feeling quite stupid.
“Well,” continued the watchdog impatiently, “since you got here by not thinking, it seems
reasonable to expect that, in order to get out, you must start thinking.” And with that he
hopped into the car.
“Do you mind if I get in? I love automobile rides.”
Milo began to think as hard as he could (which was very difficult, since he wasn’t used to
it). He thought of birds that swim and fish that fly. He thought of yesterday’s lunch and
tomorrow’s dinner. He thought of words that begin with J and numbers that end in 3. And,
as he thought, the wheels began to turn.
“We’re moving, we’re moving,” he shouted happily.
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 30–31.
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L26 Question Set
Passage 2
from The Phantom Tollbooth
by Norton Juster
“With your permission,” said Tock, changing the subject, “we’d like to rescue Rhyme and
Reason.”
“Has Azaz agreed to it?” the Mathemagician inquired.
“Yes, sir,” the dog assured him.
“THEN I DON’T,” he thundered again, “for since they’ve been banished, we’ve never agreed on
anything—and we never will.” He emphasized his last remark with a dark and ominous1 look.
“Never?” asked Milo, with the slightest touch of disbelief in his voice.
“NEVER!” he repeated. “And if you can prove otherwise, you have my permission to go.”
“Well,” said Milo, who had thought about this problem very carefully ever since leaving
Dictionopolis. “Then with whatever Azaz agrees, you disagree.”
“Correct,” said the Mathemagician with a tolerant2 smile.
“And with whatever Azaz disagrees, you agree.”
“Also correct,” yawned the Mathemagician, nonchalantly3 cleaning his fingernails with the
point of his staff.
“Then each of you agrees that he will disagree with whatever each of you agrees with,” said
Milo triumphantly;4 “and if you both disagree with the same thing, then aren’t you really in
agreement?”
“I’VE BEEN TRICKED!” cried the Mathemagician helplessly, for no matter how he figured, it
still came out just that way.
“Splendid effort,” commented the Humbug jovially;5 “exactly the way I would have done it
myself.”
1 ominous: Threatening
2 tolerant: Willing to accept others’ ideas
3 nonchalantly: Not showing concern
4 triumphantly: In a joyful way because of success
5 jovially: Happily
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 199–200.
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L26 Question Set
Name:
Date:
1. This item has two parts. Answer PART A; then answer PART B.
Read these sentences from Passage 2.
“‘Well,’ said Milo, who had thought about this problem very carefully ever since leaving
Dictionopolis. ‘Then with whatever Azaz agrees, you disagree.’”
PART A: What does the prefix dis– mean in the word disagree?
a.
b.
c.
d.
somewhat or in part
same or similar
not or opposite of
in the past
Now read this sentence from Passage 2.
“‘Never?’ asked Milo, with the slightest touch of disbelief in his voice.”
PART B: Based on your knowledge of the prefix dis–, what does the word disbelief mean
in this sentence?
a.
b.
c.
d.
a once-held belief
a belief that is only held in part
a shared understanding or belief about a topic
a feeling that you do not or cannot believe something
2. Which statement best summarizes Passage 2?
a. Milo disagrees with the Mathemagician about the best way to rescue Rhyme and
Reason.
b. Milo tries to convince the Mathemagician that rescuing Rhyme and Reason is
impossible.
c. Milo proves that the Mathemagician and his brother agree on disagreeing with each
other.
d. Milo realizes he does not need the Mathemagician’s permission to rescue Rhyme
and Reason.
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L26 Question Set
3. This item has two parts. Answer PART A; then answer PART B.
PART A: Based on both passages, which statement best expresses a way in which Milo has
changed?
a. While in Passage 1, Milo refuses to cooperate with others, in Passage 2, Milo works
with others to solve problems.
b. While in Passage 1, Milo gets stuck because he is not thinking, in Passage 2, Milo
thinks through and solves a problem on his own.
c. While in Passage 1, Milo is unhappy about his mission to rescue Rhyme and Reason,
in Passage 2, Milo happily accepts his mission.
d. While in Passage 1, Milo shows no interest in learning anything, in Passage 2, Milo
shows interest in learning about many different subjects.
PART B: Which evidence from Passages 1 and 2 best support the answer to PART A?
Choose one piece of evidence in each column.
Passage 1
a.
b.
c.
d.
“I was on my way to Dictionopolis”
“Can you help me?”
“I guess I just wasn’t thinking”
“He thought of birds that swim and
fish that fly.”
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Passage 2
a. “we’d like to rescue Rhyme and
Reason.”
b. “‘Never?’ asked Milo, with the
slightest touch of disbelief in his
voice.”
c. “Milo … had thought about this
problem very carefully”
d. “no matter how he figured, it still
came out just that way.”
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L27 Question Set
Name:
Date:
Lesson 27 Question Set
Directions: Read this passage from chapter 17 of The Phantom Tollbooth. Then answer each item.
from The Phantom Tollbooth
by Norton Juster
Milo took the shiny pencil from his pocket and quickly calculated that, at the rate they were
working, it would take each of them eight hundred and thirty-seven years to finish.
“Pardon me,” he said, tugging at the man’s sleeve and holding the sheet of figures up for him
to see, “but it’s going to take eight hundred and thirty-seven years to do these jobs.”
“Is that so?” replied the man, without even turning around. “Well, you’d better get on with it
then.”
“But it hardly seems worthwhile,” said Milo softly.
“WORTHWHILE!” the man roared indignantly.1
“All I meant was that perhaps it isn’t too important,” Milo repeated, trying not to be
impolite.
“Of course it’s not important,” he snarled angrily. “I wouldn’t have asked you to do it if I
thought it was important.” And now, as he turned to face them, he didn’t seem quite so
pleasant.
“Then why bother?” asked Tock, whose alarm suddenly began to ring.
“Because, my young friends,” he muttered sourly, “what could be more important than
doing unimportant things? If you stop to do enough of them, you’ll never get to where
you’re going.” He punctuated his last remark with a villainous2 laugh.
“Then you must—” gasped Milo.
“Quite correct!” he shrieked triumphantly.3 “I am the Terrible Trivium, demon of petty4
tasks and worthless jobs, ogre of wasted effort, and monster of habit.”
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L27 Question Set
The Humbug dropped his needle and stared in disbelief while Milo and Tock began to back
away slowly.
“Don’t try to leave,” he ordered, with a menacing5 sweep of his arm, “for there’s so very
much to do, and you still have over eight hundred years to go on the first job.”
1 indignantly: Angrily
2 villainous: Wicked
3 triumphantly: In a joyful way because of success
4 petty: Not important
5 menacing: Threatening
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 212–213.
1. This item has two parts. Answer PART A; then answer PART B.
Read this sentence from the passage.
“‘But it hardly seems worthwhile,’ said Milo softly.”
PART A: What does worthwhile mean in this sentence?
a.
b.
c.
d.
having little worth or value
worth a lot of money
not worth noticing
worth time and effort
PART B: What context helps the reader understand the meaning of worthwhile?
a.
b.
c.
d.
“you’d better get on with it then.”
“the man roared indignantly.”
“I wouldn’t have asked you to do it if I thought it was important.”
“as he turned to face them, he didn’t seem quite so pleasant.”
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L27 Question Set
Name:
Date:
2. This item has two parts. Answer PART A; then answer PART B.
PART A: Based on the passage, which statement best describes a difference between Milo
and the Terrible Trivium?
a. While Milo believes it is important to finish tasks, the Terrible Trivium does not
think finishing is important.
b. While Milo thinks effort is more important than success, the Terrible Trivium only
values success.
c. While Milo does not value learning math, the Terrible Trivium thinks math is an
important subject.
d. While Milo does not want to do unimportant tasks, the Terrible Trivium only wants
to do unimportant tasks.
PART B: Which two pieces of evidence from the passage best support the answer to PART A?
a.
b.
c.
d.
e.
f.
“Milo … quickly calculated … the rate they were working”
“But it hardly seems worthwhile”
“you’ll never get to where you’re going.”
“He punctuated his last remark with a villainous laugh.”
“‘Quite correct!’ he shrieked triumphantly.”
“I am the… demon of petty tasks and worthless jobs”
3. In chapter 16, Milo, Tock, and Humbug enter the Mountains of Ignorance where they meet
a well-dressed gentleman—the Terrible Trivium!—who requests their help with some tasks.
Based on chapter 16 and this passage from chapter 17, what purpose do chapters 16 and 17
serve within the novel?
a. They present a challenge that Milo must overcome before continuing his mission to
rescue Rhyme and Reason.
b. They introduce the novel’s main conflict and give background on the reason for the
mission to rescue Rhyme and Reason.
c. They mark a turning point in which Milo realizes that he will not be able to complete
his mission to rescue Rhyme and Reason.
d. They provide important descriptive details about the setting where Rhyme and
Reason are imprisoned.
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L30 Question Set
Name:
Date:
Lesson 30 Question Set
Directions: Read these passages from chapters 18 and 19 of The Phantom Tollbooth. Then answer
each item.
Passage 1
from The Phantom Tollbooth
by Norton Juster
Tock then backed up three steps and, with a running start, bounded through the window
with all his passengers and began the long glide down. The princesses sat tall and unafraid,
Milo held on as tight as he could, and the bug swung crazily, like the tail on a kite. Down
through the darkness they plunged, to the mountains and monsters below.
Sailing past three of the tallest peaks, and just over the outstretched arms of the grasping
demons, they reached the ground and landed with a sudden jolt.
“Quick!” urged Tock. “Follow me! We’ll have to run for it.”
With the princesses still on his back, he galloped down the rocky trail—and not a moment
too soon. For, pounding down the mountainside, in a cloud of clinging dust and a chorus of
chilling shrieks, came all the loathsome1 creatures who choose to live in Ignorance and who
had waited so very impatiently.
1 loathsome: Very unpleasant
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 236–237.
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L30 Question Set
Passage 2
from The Phantom Tollbooth
by Norton Juster
Closer and closer the demons loomed as the desperate chase neared its end. Then,
gathering themselves for one final leap, they prepared to engulf2 first the bug, then the boy,
and lastly the dog and his two passengers. They rose as one and—
And suddenly stopped, as if frozen in mid-air, unable to move, staring ahead in terror.
Milo slowly raised his weary3 head, and there in the horizon, for as far as the eye could see,
stood the massed armies of Wisdom, the sun glistening from their swords and shields, and
their bright banners slapping proudly at the breeze.
For a moment everything was silent. Then a thousand trumpets sounded—then a thousand
more—and, like an ocean wave, the long line of horsemen advanced, slowly at first, then
faster and faster, until with a gallop and a shout, which was music to Milo’s ears, they swept
forward toward the horrified demons.
There in the lead was King Azaz, his dazzling armor embossed with every letter in the
alphabet, and, with him, the Mathemagician, brandishing4 a freshly sharpened staff .…
Everyone Milo had met during his journey had come to help—the men of the market place,
the miners of Digitopolis, and all the good people from the valley and the forest .…
Cringing with fear, the monsters of Ignorance turned in flight and, with anguished cries too
horrible ever to forget, returned to the damp, dark places from which they came.
2 engulf: Flow over and cover entirely
3 weary: Very tired
4 brandishing: Waving in a threatening way
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 242–244.
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L30 Question Set
Name:
Date:
1. Read this sentence from Passage 2.
“Then a thousand trumpets sounded—then a thousand more—and, like an ocean wave,
the long line of horsemen advanced, slowly at first, then faster and faster, until with
a gallop and a shout, which was music to Milo’s ears, they swept forward toward the
horrified demons.”
What does the phrase like an ocean wave suggest about the armies of Wisdom in this
sentence?
a.
b.
c.
d.
They are few but, they are powerful.
They are far off in the distance.
They are all moving forward at once.
They are loud and disorganized.
2. How do these scenes from chapters 18 and 19 fit together to provide structure to the story
of The Phantom Tollbooth?
a. Passage 1 builds excitement as the demons try to stop Milo from completing his
mission; Passage 2 resolves the story’s conflict by showing how the armies of
Wisdom help Milo complete his mission.
b. Passage 1 provides background on how the armies of Wisdom join to help Milo
complete his mission; Passage 2 shows the sequence of events that happen after
Milo completes his mission.
c. Passage 1 sets up a new conflict that Milo must solve to rescue the princesses;
Passage 2 develops the new conflict by showing how the demons stop Milo from
reaching the princesses.
d. Passage 1 resolves the story’s conflict by showing how Milo completes his mission to
rescue the princesses; Passage 2 shows Milo’s return journey home after completing
his mission.
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L30 Question Set
3. This item has two parts. Answer PART A; then answer PART B.
PART A: Which statement best expresses a theme of the story based on the events in
Passage 2?
a.
b.
c.
d.
Making mistakes is part of learning.
Wisdom is more powerful than ignorance.
Fear can prevent positive action.
Courage and strength come from within.
PART B: Which quotation best supports the theme identified in PART A?
a. “Closer and closer the demons loomed as the desperate chase neared its end.”
b. “Then, gathering themselves for one final leap, they prepared to engulf first the bug,
then the boy, and lastly the dog and his two passengers.”
c. “Everyone Milo had met during his journey had come to help—the men of the
market place, the miners of Digitopolis, and all the good people from the valley and
the forest.”
d. “Cringing with fear, the monsters of Ignorance turned in flight and, with anguished
cries too horrible ever to forget, returned to the damp, dark places from which they
came.”
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L31 Question Set
Name:
Date:
Lesson 31 Question Set
Directions: Read these passages from the first and last chapters of The Phantom Tollbooth. Then
answer each item.
Passage 1
from The Phantom Tollbooth
by Norton Juster
There was once a boy named Milo who didn’t know what to do with himself—not just
sometimes, but always.
When he was in school he longed to be out, and when he was out he longed to be in. On
the way home he thought about coming home, and coming home he thought about going.
Wherever he was he wished he were somewhere else, and when he got there he wondered
why he’d bothered. Nothing really interested him—least of all the things that should have.
“It seems to me that almost everything is a waste of time,” he remarked one day as he
walked dejectedly home from school. “I can’t see the point in learning to solve useless
problems, or subtracting turnips from turnips, or knowing where Ethiopia is or how to spell
February.” And, since no one bothered to explain otherwise, he regarded1 the process of
seeking knowledge as the greatest waste of time of all.
As he and his unhappy thoughts hurried along (for while he was never anxious to be where
he was going, he liked to get there as quickly as possible) it seemed a great wonder that the
world, which was so large, could sometimes feel so small and empty.
1 regarded: Considered
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 9–11.
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L31 Question Set
Passage 2
from The Phantom Tollbooth
by Norton Juster
And yet, even as he [Milo] thought of all these things, he noticed somehow that the sky was
a lovely shade of blue and that one cloud had the shape of a sailing ship. The tips of the
trees held pale, young buds and the leaves were a rich deep green. Outside the window,
there was so much to see, and hear, and touch—walks to take, hills to climb, caterpillars to
watch as they strolled through the garden. There were voices to hear and conversations to
listen to in wonder, and the special smell of each day.
And, in the very room in which he sat, there were books that could take you anywhere,
and things to invent, and make, and build, and break, and all the puzzle and excitement of
everything he didn’t know—music to play, songs to sing, and worlds to imagine and then
someday make real. His thoughts darted2 eagerly about as everything looked new—and
worth trying.
“Well, I would like to make another trip,” he said, jumping to his feet; “but I really don’t know
when I’ll have the time. There’s just so much to do right here.”
2 darted: Moved quickly
Juster, Norton. The Phantom Tollbooth. Illustrated by Jules Feiffer. Random House, 1961, pp. 255–256.
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L31 Question Set
Name:
Date:
1. This item has two parts. Answer PART A; then answer PART B.
Read this sentence from Passage 1.
“‘It seems to me that almost everything is a waste of time,’ he remarked one day as he
walked dejectedly home from school.”
PART A: What does dejectedly mean in this sentence?
a.
b.
c.
d.
in a calm or peaceful manner
in a tired, sleepy way
in a sad, gloomy manner
in a mad or angry way
PART B: What context from Passage 1 best helps the reader understand the meaning of
dejectedly?
a.
b.
c.
d.
“On the way home he thought”
“no one bothered to explain”
“he and his unhappy thoughts hurried along”
“it seemed a great wonder”
2. Based on information from both passages, which statement best expresses a way in which
Milo changes from the beginning of the book to the end?
a. At first, Milo is anxious about leaving home; in the end, Milo is eager to leave home
and take another journey.
b. At first, Milo will not listen to the advice of others; in the end, he wants to listen to
the people around him.
c. At first, Milo finds nothing of interest around him; in the end, Milo realizes that the
world is full of things to see and do.
d. At first, Milo cannot focus because of all the choices he has for how to spend his
time; in the end, Milo learns to focus and enjoy one activity at a time.
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L31 Question Set
3. Which statement best expresses a theme developed by these passages from The Phantom
Tollbooth?
a.
b.
c.
d.
The world is interesting and filled with possibilities.
Adventures can be exciting, but always be grateful for home.
Be satisfied with what you have instead of wishing for more.
Success often happens after trying and failing more than once.
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Question Set Answer Keys
Question Set Answer Keys
LESSON 7 QUESTION SET ANSWER KEY
Purpose Statement
In this excerpt from chapter 2 of The Phantom Tollbooth, Milo meets a literal “watchdog” with the body of an actual watch or timepiece, whose job is
to make sure no one—including Milo—wastes time. These items prepare students to encounter and appreciate Norton Juster’s wordplay throughout
the novel. In this set, students examine the meaning of watch in the word watchdog (RL.5.4, L.5.4.a, L.5.4.c), analyze how an illustration contributes
to the text’s meaning (RL.5.7), and summarize the events in this episode (RL.5.2).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4, L.5.4.c
L.5.4.a
PART A: b
PART B: d
2
RL.5.7
d
3
RL.5.2
a, d, e
LESSON 10 QUESTION SET ANSWER KEY
Purpose Statement
In this episode from chapter 4 of The Phantom Tollbooth, a giant bee, boasting of his spelling abilities, interrupts Milo’s tour of Dictionopolis’ bustling
Word Market. These items invite a close reading of Milo’s interaction with the Spelling Bee, asking students to infer Milo’s feelings based on text
evidence (RL.5.1); use context clues and a previously taught prefix to determine word meaning (RL.5.4, L.5.4.a, L.5.4.b); and consider how an
illustration contributes meaning to the text (RL.5.7).
Item Number
Relevant Standards
Correct Answers
1
RL.5.1
RL.5.1
PART A: c
PART B: b
2
RL.5.4, L.5.4.b
L.5.4.a
PART A: a
PART B: c
3
RL.5.7
d, e
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Question Set Answer Keys
LESSON 13 QUESTION SET ANSWER KEY
Purpose Statement
In this excerpt from chapter 6 of The Phantom Tollbooth, the Which, Faintly Macabre, narrates the story of a terrible quarrel between brothers King
Azaz and the Mathemagician that resulted in the banishment of princesses Rhyme and Reason and the old city of Wisdom’s ruin. The items in this
set assess comprehension of key vocabulary and use of context clues (RL.5.4, L.5.4.a), similarities and differences among characters (RL.5.3), and
theme (RL.5.2).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4
L.5.4.a
PART A: a
PART B: c
2
RL.5.3
RL.5.3
PART A: d
PART B: c
3
RL.5.2
b
LESSON 17 QUESTION SET ANSWER KEY
Purpose Statement
In the passage from pages 104–106, the boy from Point of View explains to Milo how people in his family grow, challenging Milo’s literal point of
view and his assumptions about the world. These items require students to determine the precise meaning of a key word (RL.5.4, L.5.4.c), draw on
text details to distinguish an important difference between characters (RL.5.3), and analyze how an illustration contributes to the text’s meaning
(RL.5.7).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4, L.5.4.c
c
2
RL.5.3
RL.5.3
PART A: b
PART B: a, c
3
RL.5.7
c
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Question Set Answer Keys
LESSON 19 QUESTION SET ANSWER KEY
Purpose Statement
The excerpt from pages 131–132 captures an important moment on Milo’s journey as he bids farewell to Alec and his friends in the Forest of Sight. In
this scene, Alec gives Milo the gift of a telescope to help him “see things as they really are”—a gift Milo will use to defeat the monsters of Ignorance
on his way to rescue Rhyme and Reason. The items in this set support comprehension of a key passage, with a focus on clarifying the precise
meaning of a word in context (RL.5.4, L.5.4.c), citing evidence to explain what the text says (RL.5.1), and summarizing (RL.5.2).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4, L.5.4.c
d
2
RL.5.1
RL.5.1
PART A: c
PART B: d
3
RL.5.2
a, c, f
LESSON 21 QUESTION SET ANSWER KEY
Purpose Statement
In the scene on pages 160–161, Milo helps restore sound to the Valley of Sound by destroying the Soundkeeper’s fortress with the word but, which
he cleverly carries out of the fortress in his closed mouth. These items reinforce key module skills, including determining the meaning of figurative
language used in the text (RL.5.4, L.5.5.a), analyzing how illustrations contribute to the text’s meaning (RL.5.7), and explaining how a series of
chapters fits into the novel’s overall plot structure (RL.5.5).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4, L.5.5.a
c
2
RL.5.7
d
3
RL.5.5
c
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Question Set Answer Keys
LESSON 26 QUESTION SET ANSWER KEY
Purpose Statement
These passages from chapter 2 and chapter 16 of The Phantom Tollbooth illustrate a profound change in Milo, from a helpless boy in chapter 2
who depends on Tock to escape the Doldrums, to one who uses logic to outsmart the Mathemagician. The first two items in this set support close
reading of Passage 2, requiring students to apply knowledge of a previously taught prefix (RL.5.4, L.5.4.b) and summarize the events (RL.5.2). The
final item asks students to compare Juster’s characterization of Milo in two very different stages of his journey to understand how Milo has changed
(RL.5.3).
Item Number
Relevant Standards
Correct Answers
1
L.5.4.b
RL.5.4, L.5.4.b
PART A: c
PART B: d
2
RL.5.2
c
3
RL.5.3
RL.5.3
PART A: b
PART B:
• Passage 1: c
• Passage 2: c
LESSON 27 QUESTION SET ANSWER KEY
Purpose Statement
In the excerpt from pages 212–213, the man who tasked Milo and his friends with tedious jobs reveals to Milo that he is, in fact, the Terrible Trivium,
“demon of petty tasks and worthless jobs, ogre of wasted effort, and monster of habit” (Juster 213). These items provide an opportunity to reinforce
key Module 1 and 2 skills, including determining word meanings from context (RL.5.4, L.5.4.a), comparing characters using details in the text (RL.5.3),
and explaining how a series of chapters fits into the novel’s overall structure (RL.5.5).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4
L.5.4.a
PART A: d
PART B: c
2
RL.5.3
RL.5.3
PART A: d
PART B: b, f
3
RL.5.5
a
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Question Set Answer Keys
LESSON 30 QUESTION SET ANSWER KEY
Purpose Statement
These scenes from chapters 18 and 19 of The Phantom Tollbooth mark the story’s climax. Just as the demons of Ignorance close in on Milo and his
companions, the armies of Wisdom—made up of everyone Milo has met on his journey—appear on the horizon and proceed to drive the demons
back into the Mountains of Ignorance. This scene offers a prime opportunity to reinforce key skills such as interpreting figurative language (RL.5.4,
L.5.5.a), analyzing how scenes fit together to provide structure to the overall story (RL.5.5), and determining a theme of the story (RL.5.2).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4, L.5.5.a
c
2
RL.5.5
a
3
RL.5.2
RL.5.2
PART A: b
PART B: d
LESSON 31 QUESTION SET ANSWER KEY
Purpose Statement
Together, these passages from the first and last chapters of The Phantom Tollbooth show Milo’s transformation from a bored, disinterested boy
accustomed to wasting time into one who marvels at the richness and opportunities the world offers. These items assess students’ ability to
determine word meanings using context clues (RL.5.4, L.5.4.a), draw comparisons between Milo’s character at the beginning and end of the book
(RL.5.3), and determine a theme based on Milo’s transformation (RL.5.2).
Item Number
Relevant Standards
Correct Answers
1
RL.5.4
L.5.4.a
PART A: c
PART B: c
2
RL.5.3
c
3
RL.5.2
a
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CREDITS
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of
copyrighted material is not acknowledged herein, please contact Great Minds® for proper acknowledgment in all future
editions and reprints of this module.
ƒƒ All material from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects © Copyright 2010 National Governors Association Center for Best Practices and Council
of Chief State School Officers. All rights reserved.
ƒƒ For updated credit information, please visit http://witeng.link/credits.
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ACKNOWLEDGMENTS
Great Minds® Staff
The following writers, editors, reviewers, and support staff contributed to the development of this curriculum.
Ann Brigham, Lauren Chapalee, Sara Clarke, Emily Climer, Lorraine Griffith, Emily Gula, Sarah Henchey, Trish Huerster,
Stephanie Kane-Mainier, Lior Klirs, Liz Manolis, Andrea Minich, Lynne Munson, Marya Myers, Rachel Rooney, Aaron Schifrin,
Danielle Shylit, Rachel Stack, Sarah Turnage, Michelle Warner, Amy Wierzbicki, Margaret Wilson, and Sarah Woodard.
Colleagues and Contributors
We are grateful for the many educators, writers, and subject-matter experts who made this program possible.
David Abel, Robin Agurkis, Elizabeth Bailey, Julianne Barto, Amy Benjamin, Andrew Biemiller, Charlotte Boucher, Sheila ByrdCarmichael, Eric Carey, Jessica Carloni, Janine Cody, Rebecca Cohen, Elaine Collins, Tequila Cornelious, Beverly Davis, Matt Davis,
Thomas Easterling, Jeanette Edelstein, Kristy Ellis, Moira Clarkin Evans, Charles Fischer, Marty Gephart, Kath Gibbs, Natalie
Goldstein, Christina Gonzalez, Mamie Goodson, Nora Graham, Lindsay Griffith, Brenna Haffner, Joanna Hawkins, Elizabeth
Haydel, Steve Hettleman, Cara Hoppe, Ashley Hymel, Carol Jago, Jennifer Johnson, Mason Judy, Gail Kearns, Shelly Knupp, Sarah
Kushner, Shannon Last, Suzanne Lauchaire, Diana Leddy, David Liben, Farren Liben, Jennifer Marin, Susannah Maynard, Cathy
McGath, Emily McKean, Jane Miller, Rebecca Moore, Cathy Newton, Turi Nilsson, Julie Norris, Galemarie Ola, Michelle Palmieri,
Meredith Phillips, Shilpa Raman, Tonya Romayne, Emmet Rosenfeld, Jennifer Ruppel, Mike Russoniello, Deborah Samley, Casey
Schultz, Renee Simpson, Rebecca Sklepovich, Amelia Swabb, Kim Taylor, Vicki Taylor, Melissa Thomson, Lindsay Tomlinson,
Melissa Vail, Keenan Walsh, Julia Wasson, Lynn Welch, Yvonne Guerrero Welch, Emily Whyte, Lynn Woods, and Rachel Zindler.
Early Adopters
The following early adopters provided invaluable insight and guidance for Wit & Wisdom:
ƒƒ Bourbonnais School District 53 • Bourbonnais, IL
ƒƒ Coney Island Prep Middle School • Brooklyn, NY
ƒƒ Gate City Charter School for the Arts • Merrimack, NH
ƒƒ Hebrew Academy for Special Children • Brooklyn, NY
ƒƒ Paris Independent Schools • Paris, KY
ƒƒ Saydel Community School District • Saydel, IA
ƒƒ Strive Collegiate Academy • Nashville, TN
ƒƒ Valiente College Preparatory Charter School • South Gate, CA
ƒƒ Voyageur Academy • Detroit, MI
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