Unit 2 Test is Tuesday, October 15
Name: ________________________
1. Describe Daniel Keyes’ characterization of Charlie in “Flowers for Algernon.”
See Charlie Chart
2. List the themes in “FFA.” Be able to support the themes with text evidence.
3.-All people deserve respect. “How strange it is that people of honest feelings and sensibility, who
would not take advantage of a man born without arms or legs or eyes-how such people think nothing of
abusing a man born with low intelligence. It infuriated me to think that not too long ago I, like this boy,
had foolishly played the clown.”
4.-Never give up. “Im taking a cuple of books along and even if I cant reed them Ill practise hard and
maybe I wont forget every thing I lerned. If I try reel hard maybe Ill be a little bit smarkter then I was
before the operashun.”
5. -The grass isn’t always greener on the other side. “Once again now I have the feeling of shame
burning inside me. This intelligence has driven a wedge between me and all the people I once knew and
loved.”
6.-Appreciate what you have. “If you ever reed this Miss Kinnian dont be sorry for me Im glad I got a
second chanse to be smart becaus I lerned a lot of things that I never even new were in this world and Im
grateful that I saw it all for a littel bit.”
7. Describe the relationship between Charlie and his co-workers. Charlie and Miss Kinnian.
Charlie misinterprets his co-workers who laugh at Charlie. Charlie thinks they are his friends and are
laughing with him, not at him. After surgery, Charlie realizes his coworkers were making fun of him and
he felt lonely and had no friends. When Charlie begins to regress, he goes back to the factory and his
coworkers no longer laugh at him because they hear what he is going through. His friends now stick up
for him. Ms. Kinnian is fond of Charlie and his motivation to learn to read and write. She recommends
the doctors to operate on Charlie. After the surgery, Charlie and Ms. Kinnian go out to dinner and she
realizes that he is too intelligent for her and he feels he can’t communicate her. At the end of the story
she comes to visit him but he doesn’t want to see her anymore because he doesn’t want her to feel sorry
for him or laugh at him the way he was then.
8. What is Charlie’s reaction to the scene in the diner where the dishwasher boy drops the dishes?
What is the significance of his reaction?
Charlie starts to laugh at the boy with the others in the restaurant until he realizes he sees himself in the
boy. This is the turning point where he realizes he was just like him and people made fun of him. He
decides to pursue the research to help others in the same predicament.
How does Charlie change throughout the story?
9.
(Pre-Surgery
-He knows he has low
intelligence and simple
learning skills.
-He thinks his co-workers are
his friends but they’re actually
making fun of him.
10. Post-Surgery
11. Deterioration
-Charlie’s IQ triples and he
pushes himself to keep
learning.
-He’s ashamed: he realizes his
co-workers are making fun of
him.
-Charlie begins to forget
things, he is regressing
quickly and forgetting the last
things he has learned first.
- His coworkers protect him.
Unit 2 Test is Tuesday, October 15
Name: ________________________
12. Why do the doctors choose Charlie for the operation?
They choose Charlie because he shows great motivation- motivation to learn and improve. The doctors say that
he has a good nature, he’s interested and eager to please.
13. What is the point of view of “FFA?” How does the author, Daniel Keyes, develop this point of
view?
Point of view is First Person. Keyes develops this point of view by showing Charlie’s eagerness to
please others and determination and motivation to become smart.
14. What are the main internal and external conflicts in “FFA?” How are these conflicts resolved?
Main internal conflict- Charlie struggles with his low intelligence and his desire to become smart. It is
eventually resolved when he decides to move away knowing that he did something important for science. He
doesn’t know what that something is but understands that he tried and contributed to the experiment they best
he could. Main external conflict- Charlie versus society. Charlie is constantly trying to fit in with society. This
never is truly resolved because he doesn’t fit in when he’s intelligent and he doesn’t fit in when he’s
unintelligent.
15.
What is the tone of “FFA?”
Admiration
The Tell Tale Heart
16. What is the tone of “The Tell Tale Heart”?
Dark and unnerving
17. Describe how the narrator feels about himself (his character traits). What does this indicate to
the reader? Use text evidence to support your answer.
He thinks he’s sane, cunning, and prides himself on his patience. This indicates how he has no grip on
reality and is most likely insane. Text evidence varies.
18. What is the climax of “The Tell Tale Heart”? Identify the element that causes the climax in the
story. Use textual evidence.
The climax of the story is when the narrator confesses to killing the old man. He was driven to confess
because he kept hearing a pounding that was getting louder and louder. This sound represents his own
guilt. Text evidence varies.
19. Identify and describe the MAIN conflict in “The Tell Tale Heart”. Is it internal or external?
Identify the type (man vs. ….)
Internal: man vs. self- the narrator is struggling with keeping the crime a secret versus the guilt he feels.
Unit 2 Test is Tuesday, October 15
Name: ________________________
Subjective/Objective
Identify whether the following statements are subjective (s) or objective (o)
S
20. To a certain extent, climbers shopping for an Everest expedition get what they pay for.
O
21. I climbed my first mountain in the company of my dad, Ron, and his oldest son, Billy, three
months before Ron departed for Nepal.
S
22. Even though we were successful in climbing the mountain last year, it was still challenging.
O
23. For a great many climbers, the record shows, stealing time away from the daily grind has not
been an easy task, nor a cheap endeavor.
Punctuating Dialogue
Correct the following sentences by inserting correct punctuation.
24.
"What are we supposed to do?" asked the student who had been sleeping in Mrs. Street's class.
Put quotation marks around direct quotations of words spoken aloud.
Use a comma, a question mark, or an exclamation point (never a period) to separate a quotation
from the rest of the sentence.
25.
Steinbeck said that he made the trip across America to get back in touch with America.
Do not use quotation marks for an indirect quotation—a rewording of a direct quotation.
26.
Henry David Thoreau humorously said, "Beware of all enterprises that require new clothes."
Use a comma, a question mark, or an exclamation point (never a period) to separate a quotation
from the rest of the sentence.
Put quotation marks around direct quotations of words spoken aloud.
Begin a quoted sentence with a capital letter.
27.
"What is important," said Mrs. Deal to the students helping to build the set for the school play, "is
that it stands up safely throughout the performances."
Put quotation marks around direct quotations of words spoken aloud.
Begin a quoted sentence with a capital letter.
Use a comma, a question mark, or an exclamation point (never a period) to separate a quotation
from the rest of the sentence.
When the expression identifying the speaker interrupts a quoted sentence, the second part of the
quotation begins with a lower case letter.
28.
The language arts teachers all said to their students, "Don't forget you have a test on Tuesday."
Put quotation marks around direct quotations of words spoken aloud.
Use a comma, a question mark, or an exclamation point (never a period) to separate a quotation
from the rest of the sentence.
Begin a quoted sentence with a capital letter.
Unit 2 Test is Tuesday, October 15
Name: ________________________
Punctuation
Correct the following sentences by inserting commas, semi-colons, and colons.
29.
The language arts test next week will cover material that includes these things: “Flowers for Algernon,”
literary elements, sentence structure, punctuation, Steinbeck: A life in Letters, and Travels with Charley.
Use a colon before a list of items, especially after expressions like as follows or the following.
Use commas to separate items in a series. Be sure to insert a comma before the conjunction that
precedes the last item unless your teacher or style manual specifically tells you to exclude them.
30.
Mrs. Gambill says that she wants to use technology to do fun things; therefore, she wants to develop
a robot that can be a combination pet and servant.
Use a semi-colon before the conjunctive adverb (such as however and therefore) that joins two
independent clauses. Be sure to put a comma after the conjunctive adverb.
31.
Ms. Sturm asked the class to write an essay on the following theme of the story: “The grass isn’t always
greener on the other side.”
Use a colon before a long, formal statement or quotation.
32.
Ms. Irons wants to travel to Morocco, Spain; Rome, Italy; Paris, France; and London, England.
Use a semi-colon to separate the items in a series when these items contain commas.
Use commas to separate items in a series. Be sure to insert a comma before the conjunction that
precedes the last item unless your teacher or style manual specifically tells you to exclude them.
33.
Mrs. Deal got very wet going to her trailer when it rained last week; she forgot her umbrella, her
raincoat, and her rain boots that day.
Use a semi-colon in place of the comma and conjunction to separate the two independent clauses
in a compound sentence.
Use commas to separate items in a series. Be sure to insert a comma before the conjunction that
precedes the last item unless your teacher or style manual specifically tells you to exclude them.
Flat vs. Round Characters
34. Define a flat character. A character in a story who can usually be described in one sentence; character
who has no depth; usually only displays one or two character traits; usually static (does not change
throughout the story). If you know hardly anything about who the character is and why he is the way he
is – if only one or two things stand out – he is most likely flat.
35. Define a round character. A character in a story who is complex, more like a real person; a character
who can surprise you; well-developed; usually dynamic (changes during the story). If you can list a lot of
things about the character and why he is the way he is – his personality, his motivations – he is most
likely round.
36. Flat_In a story about a friendly teacher named Sandra Smith, Louis Drud is a janitor in her building. Louis
is always tired and grumpy whenever Sandra runs across him and says hello.
37. Round_A character in a story named Elaine never cuts anybody a break. She tells her friends and coworkers
that charity and compassion have no place in society. On the other hand, Elaine can never pass up feeding a
stray kitten or puppy, and always tries to find a good home for lost or abandoned pets.
38. Flat_Bert, a bumbling salesman, never takes the time to organize his files or follow up with customers.
Finally, his boss gets fed up and calls him in to a conference. Bert is informed he must get organized or he’ll be
fired. A week later the boss fires Bert after he forgets to follow up with an important customer.
39. Round__Ebenezer Scrooge, in A Christmas Carol by Charles Dickens, was very stingy with his money. He
was also an unhappy, unpleasant man with no friends. He worked his employees very very hard for little pay.
After his experiences with the ghosts that visited him on Christmas Eve, he changed his ways, paying his
employees a more than fair wage, providing days off work and actually giving gifts. He became happy and
befriended his employees and reached out to reconnect with long-lost relatives.
Unit 2 Test is Tuesday, October 15
Name: ________________________
Symbolism - Read the following passage. As you read, try to determine what symbols the author
uses. Then answer the questions that follow.
Definition: An author uses a symbol, such as an object, a person, a place, or an experience, to
represent something else. The thing represented is often abstract, but it can be concrete as
well. A symbol may have more than one meaning, and its meaning may change during the story.
There was once a neighborhood where people lived in small, low houses with open yards. Flowers grew in front of
these houses, and children played on the front lawns. Everyone knew each other, and everyone watched out for
each other. When a child cried, all the neighbors came running.
Then one day, Mr. Folderoy woke up and noticed his neighbor’s dog rooting in his rose bushes. This has
happened one time too many! he thought. That afternoon, he split some wood and built a low wooden fence, just
high enough to keep the dog out.
Nobody had ever thought of building a fence before, and soon the news spread around the neighborhood.
“What a good idea,” said the neighbors. “Let’s build one, too!” Soon everyone had low wooden fences.
The neighbors were all very pleased with their fences, and they went on living more or less as they had
before.
Then, Mrs. Moriarty was sitting on her sun porch, rocking on a rocking chair, when a neighbor waved. Mrs.
Moriarty was in a private mood and felt annoyed. This is my own porch, she thought. I deserve some privacy! What
I need is a better fence! So she hired some workers to make one.
When completed, the fence was very high—so high that she could see nothing of her neighbor’s yard and
her neighbor could see nothing of hers.
Soon everyone was building higher and higher fences. Once they had the taste of privacy, they couldn’t
stop. They grew high, thick shrubs, erected impregnable gates, and installed shades in every window. Each house
became a fortress, imposing and secretive. Soon no one knew anything about anyone else.
“It was wonderful,” the people said.
But when Elaine Foley’s baby came a month too early, she screamed and nobody heard her. When children
fell and stubbed their toes, no neighbors came running. When Thanksgiving came, people no longer went door to
door, distributing food and greeting neighbors. A coldness fell over the neighborhood.
And when neighbors passed each other on the street, their eyes glazed over and they nodded coldly. It was
as if they carried their fences wherever they went.
40. Identify the central symbol in this story and explain what it represents.
The central symbol in this passage is the fence. The fence represents people’s desire to be separate from
one another, avoid social interaction, and guard their privacy. It represents isolation.
41. Often, authors use symbols to convey a larger point or message. What is the point or message of this
story, and how does the symbolism serve to convey this message?
The point of this story is to show what people lose when they sacrifice community in the pursuit of
privacy. As the townspeople build fences and grow increasingly cut off from each other, they cease to
help and support each other. Their lives become emptier as a result.