2nd Quarterly Assessment: December, 2013
All Valley PLC – 9th Grade
Name: __________________________________
Total Points Possible: 85
Your Score:________
I. Analyze Literary Text - Short Constructed Response: ON A SEPARATE PIECE OF PAPER
answer each question using complete sentences. (5 points each)
1. Construct a theme statement for “The Stolen Party”. (2.1.a)
2. List three quotations from different parts of the short story that show the
development of the theme. (2.1.a)
3. Explain how one of the above quotations shows the development of the
theme. (2.1.a)
4. Write an objective summary of the story in three sentences. (2.1.a)
5. Why does the mom not want Rosaura to go to the party? What
stereotypes influence the mother’s feelings? (2.1.b, 2.1.d)
6. What role does the girl with the bow play in the text? What impact does
she have on Rosaura? (2.1.b )
7. In the end, do you think Rosaura’s mom was correct or incorrect in her
advice to her daughter? Why or why not? (2.1.d)
8. What change does Rosaura go through over the course of the text?
Include two examples from the text to support your conclusion. (2.1.b)
9. In “The Dinner Party” identify and explain at least two clues that helped
the American infer there was a snake in the room. (2.1.C)
10.Define the word veranda as it is used in ”The Dinner Party”? Explain two
context clues that helped you determine the definition. (2.1.f)
11. Identify a theme that is shared between the two stories, and discuss any
differences in the authors’ viewpoints on that theme. (2.1.d)
DIRECTIONS: In the passage that follows, certain words and phrases are underlined and
numbered. After the passage you will find alternatives for the underlined part. You are to
choose the one that makes the statement appropriate for standard written English. If
you think the original version is best, choose "NO CHANGE." (3 points each)
The Andean Panpipe
Whether it’s bright and jaunty or haunting and melancholic, the music of the Andes’ highlands has a
mellow sound unique in the musical world. The instrument responsible for this sound is the antara, or
Andean panpipe, known for the hollow-sounding, breathy notes it creates. The antara has its origins in
the Incan civilization, once (1) the more richer and more powerful empire in South America. The
antara consists of a connected row of hollow, vertical pipes of varying lengths, which are then lined up.
The pipes, which can vary (2) numerously from three to fifteen, are fashioned from clay that is rolled
around a mold. Each pipe is individually rolled to create the proper pitch before (3)being bound to the
other pipes. The antara dates back to the ninth century. Evidence about how musicians played the
instrument (4)have come from painted images on Incan ceramic pottery. Musicians are depicted
playing a six-pipe antara by holding the lower ends of the two longer pipes with the right hand while
placing the left hand near the top of the remaining four pipes. The antara was also sometimes held in
one hand while the other hand (5) beat a cylindrical drum. Due to the limited number of notes that can
be played on an (6)antara, early musicians’ most likely worked in groups, coordinating the timing and
pitch of their instruments to extend the range of sounds produced. Other pottery images show two
antara players facing each other while dancing. Each player holds a set of pipes (7)so that both sets
are connected to the other set by a string, as if to suggest that those two antaras should be played
together. Even to this day, descendants of the Incas, (8)the quechua people of peru and bolivia,
prefer to play matched antaras bound together. Unfortunately, the music of the Incas can probably
never be (9)exactly recreating. Yet one can (10) hear in the music of their descendants: beautiful
variations on a musical sound that has survived for many centuries.
1. A. NO CHANGE
lnl
B. one of the richest and most
C. the richest and most
D. the richer and more
2. F. NO CHANGE
G. in quantity of numbers
H. number-wise
J. in number
3. A. NO CHANGE
B. being binded
C. been bounded
D. been bound
4. F. NO CHANGE
G. are coming
H. comes
J. come
5. A. NO CHANGE
B. beaten
C. beated
D. beats
6. F. NO CHANGE
G. antara, early musicians
H. antara early musicians’
J. antara early musician’s
7. A. NO CHANGE
B. in such a way that both sets are
C. with both sets being
D. OMIT the underlined portion.
8. F. NO CHANGE
G. the Quechua people of Peru and Bolivia,
H. the Quechua People of Peru and Bolivia,
J. the quechua People of peru and Bolivia,
9. A. NO CHANGE
B. recreated exactly.
C. exact recreated.
D. recreating exact.
10. F. NO CHANGE
G. hear, in the music of their descendants,
H. hear in the music of their descendants;
J. hear in the music of their descendants