try it out! measuring up eoc

Try It Out! Sample Pack | English I Lesson 28

Measuring Up EOC

The Try It Out! sample pack features:

• 1 full student lesson with complete Teacher Edition lesson • 1 full Table of Contents for your grade level • Lesson Correlations

Developed to meet the rigor of the TEKS, Measuring Up employs support for using and applying critical thinking skills with direct standards instruction that elevate and engage student thinking.

TEKS-based lessons feature introductions that set students up for success with:

aAcademic Vocabulary

aStep-by-Step Problem Solving

aDemonstrate Higher-OrderThinking Skills

aMulti-Step and Dual-CodedQuestions

Guided Instruction and Independent Learning strengthen learning with:

aDeep thinking prompts

aCollaborative learning

aSelf-evaluation

aDemonstration of problem-solving logic

aApplication of higher-order thinking

Flexible design meets the needs of whole- or small-group instruction.Use for:

aIntroducing TEKS

aReinforcement

aIntervention

aSaturday Program

aBefore or After School

Extend learning with online digital resources!Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpoint student needs with customized practice.

MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045

ADAPTIVE, DIFFERENTIATED

PRACTICE

+TEKS-BASED

ASSESSMENTS

+TARGETED

INSTRUCTION

231Mastery Education Copying is illegal. Chapter 6 • Editing

Lesson 7 Relate Figurative Language to Historical and Cultural Setting

Chapter 6 Chapter 6 • Editing EditingLesson 28 Edit to Correct Problems with Active

and Passive Tense and Verbals

Understand The Teks

Tense and Voice

A verb is a word that shows action or a state of being. The tense of a verb shows when the action is occurring, for example, in the past, in the present, or in the future.

The tense of a verb can show that it is active or passive. The active voice shows that the subject of the verb performs the action. The passive voice indicates that the subject receives the action, or that the action is happening to the subject.

Here are some verb tenses in the active and passive voice.

Present Tense shows action occurring nowActive The principal presents the award.Passive The award is presented by the principal.

Past Tense shows action that occurred in the past but is not occurring nowActive Kayla opened the package.Passive The package was opened by Kayla.

Future Tense shows action that will occurActive Hassan will adopt the dog.Passive The dog will be adopted by Hassam.

Present Perfect Tense shows action that occurred at some indefinite time in the pastActive The detective has solved the mystery.Passive The mystery has been solved by the detective.

Past Perfect Tense shows action that ended before some other past actionActive The critic had read the book well before she saw the movie.Passive The book had been read by the critic well before she saw

the movie.

Future Perfect Tense shows action that will end before some other actionActive By the time spring comes around, the class will have read

eight novels. Passive By the time spring comes around, eight novels will have been

read by the class.

9781617347283_TX_EOC_English_SE.indb 2319781617347283_TX_EOC_English_SE.indb 231 8/27/2018 10:20:03 PM8/27/2018 10:20:03 PMProcess BlackProcess Black

232 English I • End-of-Course Copying is illegal. Measuring Up to the English I End-of-Course Exam

Lesson 28 Edit to Correct Problems with Active and Passive Tense and Verbals

Verbals

Gerunds, infinitives, and participles are three special forms of verbs. They are called verbals.

Gerund a verb ending in –ing that is used as a noun

Dancing well requires a lot of skill and endurance.

Infinitive A verb preceded by to that is used as a noun, an adjective, or an adverb

To watch the sun rise in the morning is one of my greatest pleasures.

Participle a verb form used as an adjective

A present participle ends in –ing.

I sat on the park bench and watched the falling leaves.

A past participle ends in –d or –ed. Some have irregular forms.

Some people prefer cooked vegetables while others prefer them raw.

We threw away the broken vase.



Edit to Correct Problems with Active and Passive Tense and Verbals Lesson 28

DIRECTIONS Read the selection below. Answer the questions in the side column. They will help you understand how to master the TEKS.

An Important Lessonby Casey Lederer

(1) Long ago I read a folktale that I still remember well. (2) Set

in the distant past of folklore, it tells of a rich man and a beggar in

Viet Nam.

(3) In the story, the rich man lived in a magnificent house

surrounding by acres of lush and fertile land. (4) His mansion had

thirty-three rooms. (5) Each was decorated with curtains of the richest

brocade and furniture made from the finest woods and hand-carved

by skilled craftspeople. (6) Elegantly designed rugs of the finest wool

covered the floors.

(7) The rich man wanted for nothing. (8) He felt he has everything.

(9) In fact, he was so self-satisfied, people were challenged by him

to name something he could not produce. (10) If anyone did so, he

promised to give that person a bag of ten precious jewels.

(11) Many came to his house taking up the challenge. (12) “I want

you to show me a ruby the size of a child’s fist,” one woman demanded.

(13) T he servant was sent into the house by the rich man to look in

his desk drawer—the third one down on the left side. (14) When he

ed

had

he challenged

to take

The merchant sent

lc

In sentence (3), why did the writer change surrounding to surrounded?

Why did the writer change the verb tense in sentence (8)?

Explain the change in sentence (9).

Explain the change in sentence (11).

Explain the change the writer made in sentence (13).

Guided Questions

Guided Practice




returned, he put a pouch made of red velvet on the table. (15) The rich

man untied the strings, opened the pouch, and the most beautiful ruby

anyone could imagine was taken out. (16) The richness of its color

brought to mind the sun setting over the western hills. (17) Its stunning

beauty brought tears to the woman’s eyes. (18) Of course, so did the fact

that she had lost the challenge and would not receive the treasure.

(19) Every day a new person came and challenged the rich man.

(20) Every day, the rich man produced what was demanded. (21) Every

day, he grew more and more self-satisf ying. (22) “No one can win this

challenge,” he gloated, “for I have everything.”

took out

.

ied

Why did the writer make the change in sentence (15)?

In sentence (21), why did the writer change self-satisfying to self-satisfied?

Guided Questions




DIRECTIONS Continue reading the story. Make the changes indicated.

(23) Then one rainy morning, a beggar came to the rich man’s house taking up the challenge. (24) The

rich man’s servant was about to turn him away, but his master laughed and said to let him in. (25) “This will be

amusing,” he thought.

1. Rewrite sentence 23 to fix the underlined problem.

(26) “As you see, I have almost nothing,” the beggar said, “but I have something in my sack that you do not own.”

(27) “Impossible!” said the rich man. (28) “Take a look at us both. (29) Say such a thing is an insult.”


(30) “It is the truth,” said the beggar to the complacent man. (31) “If you feel so certain, agree to trade

places with me for a month if such an object can be produced by me.”


(32) “And if you don’t have such an object, what will I get?” asked the aggrieved man.

(33) “I will be your servant for a month.”

(34) The rich man nodded his agreement.

(35) Then the beggar has taken from his sack a chipped cup—the one he used for drinking water from the well.


Additional Practice




(36) “That! But that’s nothing! That’s something I would throw away.”

(37) “Do you have one like it? Can you produce a chipped drinking cup?”

(38) The rich man sent his servant throughout the house to find such a thing. (39) Of course, no such object

could be found. (40) He had to admit his defeat.

(41) For a month, the rich man and the beggar traded places. (42) It was a long and difficult month for

the now impoverished man. (43) He learned what it is like to be poor. (44) However, he also learned a more

important lesson—money isn’t the only thing that can bring happiness.

5. Rewrite sentence 39 in the active voice.




In response to a class assignment to write about a lesson in life, Maura wrote this essay. She has asked you to read it and edit it.

To Strive, To Seek, To Findby Maura Floris

(1) When I first read Tennyson’s poem “Ulysses,” I was somewhat

confused. (2) Of course, the story of this wily adventurer finding his way

back to Ithaca from Troy was known to me. (3) He had some pretty exciting

adventures along the way, and some pretty scary ones, too. (4) I though of

him almost as an action hero—not quite superhuman, but full of pluck,

cunning, and courage.

(5) What a surprise then to read “Ulysses”! (6) Tennyson presents

Ulyssses as an aging king, a king whose time had past. (7) To rule his

kingdom is now for him a boring chore. (8) He longs to push off.

(9) Adventure is what he wants to seek.

(10) At least, that is how the poem seemed to me at first. (11) However,

the more I thought about it, the more I saw a deeper meaning revealed ,

particularly through its last lines. (12) Ulysses is more than an aging

adventurer bored by the hum-drum tasks of ruling Ithaca. (13) He is more

than someone living in the glories of the past. (14) He is a man who refuses

to give in to the ravishes of time and fate. (15) A man who will not yield is he.

DIRECTIONS Read the following passage. Then answer the questions that follow.

★ Practice




(16) How does one achieve this goal? (17) Let’s look at the first part: to

strive. (18) To keep trying no matter what stands in their way is something

that has to be done by people. (19) There will always be obstacles. (20) There

will always be reasons why something is impossible to do. (21) The best

course is always to keep trying.

(22) To seek is another part of the plan. (23) Always look for new

opportunities. (24) Explore new places. (25) Try finding answers. (26) It is

the search that’s important. (27) It is the action of seeking that makes you

more fully alive.

(28) Of course, the goal is to find, to achieve, succeeding. (29) Believing

you can do this keeps your attitude positive. (30) However, succeeding is

not always possible.

(31) That brings us to the last words of the poem: “and not to yield.”

(32) The true secret is not to give in. (33) When times are tough, keep trying.

(34) When life seems boring or you feel stalled, keep searching. (35) When you

begin to lose hope, pull yourself up and believe you will find what you need.




1 What is the best way to rewrite sentence 2 in the active voice?

A Of course, I knew the story of this wily adventurer finding his way back to Ithaca from Troy.

B Of course, the story of this wily adventurer who finds his way back to Ithaca from Troy was known to me.

C Of course, the story was one I knew of this wily adventurer finding his way back to Ithaca from Troy.

D No change should be made in sentence 2.

2 What change, if any, should be made in sentence 6?

A Change presents to presenting

B Change aging to aged

C Change had to has

D No change should be made in sentence 6.


A Change thought to was thinking

B Change saw to see

C Changed revealed to reveal

D No change should be made to sentence 11.

4 Which of these, if any, is the best way to change sentence 18?

A No matter what stands in their way to keep trying is something that has to be done by people.

B To keep trying people have to do no matter what stands in the way of people.

C People have to keep trying no matter what stands in their way.



A Change is to was

B Change seeking to to seek

C Change makes to made



A Change to find to finding

B Change to achieve to achieve

C Change succeeding to to succeed





DIRECTIONS Answer the following questions based on the selection you just read.

7 Which of these is the best way to combine sentences 7–9 to improve the style?

A Ruling his kingdom is boring, so he wants to push off and adventure is what he seeks.

B He is bored with ruling his kingdom, and pushing off is what he wants and seeking adventures.

C Bored by ruling his kingdom and longing to push off, adventure is what he seeks.

D Bored by ruling his kingdom, he longs to push off and seek adventure.

8 Which of these, if any, is the best way to rewrite sentence 15?

A The goal he holds is never to yield.

B He is a man who never will yield.

C Never to yield is his goal.

D No revision is needed.

9 Which word should be added at the beginning of sentence 21 to provide a smooth transition?

A Nevertheless

B Whereas

C Therefore

D As a result

10 Which of these would be the most effective sentence to add to conclude this essay?

A I have taken these words to heart.

B Tennyson’s poem provides a powerful lesson for all of us today.

C More than anything, never give up.

D So tell yourself over and over again to strive, seek, and find.

Cumulative Practice


Teacher Edition

MasteryEducation.com | 800-822-1080 | Fax: 201-712-0045

i

Lesson Correlation to the Texas End-of-Course English I Essential Knowledge and Skills . . . . . . . . . . . vi

Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

Letter to Parents and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii

What’s Inside: A Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Chapter 1 Understanding and Analysis Across Genres

LessonPrimary TEKS

Secondary TEKS

1 D.1(A), D.1(E) Use Roots and Affi xes to Determine the Meaning of Academic Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Bloody Spectacles by Kenneth G. Holum (history article)Blood: There Is No Substitute by Mary Beth Cox (science article)

2 D.1(B), D.1(E) Figure 19B Analyze Textual Evidence to Distinguish Between Connotation and Denotation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

How I Learned Geography by Uri Shulevitz (short story)Windy Nights by Robert Louis Stevenson (poem)from Wordstruck by Robert MacNeil (autobiography)

3 D.1(D), D.1(E) Describe the Origins and Meanings of Foreign Words and Phrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Arrivederci, Roma by Maria Keyes (language article)Parlez-vous Francais? by Kip Wilson (language article)

4 D.2(A) D.12(A) , Figure 19B

Analyze the Effect of Genre and Images on Theme . . . . . . . . . . . . . 23

The Lamiñak Who Heard a Lie retold by David Morrow (folktale)Horse Dreams by John Frizell (short story)

5 D.9(D) Figure 19B Synthesize Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Battle of the Currents: AC or DC? by Nick D’Alto (science article)Black Holes a.k.a. Cheshire Cats by Terence Dickinson (science article)Stephen Hawking: Exploring the Rules of the Universe by Cheryl Bardoe (biography)

D.12(A), D.12(D)

Media Literacy Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Table of Contents

Note: Readiness standards are written in bold. Supporting standards are in plain text.

9781617347283_TX_EOC_English_SE.indb i9781617347283_TX_EOC_English_SE.indb i 8/27/2018 10:15:10 PM8/27/2018 10:15:10 PM

ii

Chapter 2 Understanding and Analysis of Literary Text

LessonPrimary TEKS

Secondary TEKS

6 D.2(B) D.12(A), Figure 19B

Analyze the Infl uence of Mythic, Classical, and Traditional Literature on 20th and 21st Century Literature . . . . . . . . . . . . . . . . . 46

Sword of Damocles (literature/history article)When the Centaurs Came Down from Pelion by Edward Fenton (short story)

7 D.2(C) Figure 19B Relate Figurative Language to Historical and Cultural Setting . . . . . 55

from The Book Thief by Marcus Zusak (novel excerpt)from Heart of a Champion by T. Coraghessan Boyle (short story excerpt)

8 D.3(A) Figure 19B Analyze the Effects of Diction and Imagery in Poetry . . . . . . . . . . . . 62

Eagle Poem by Joy Harjo (poem)Fall by Jimmy Santiago Baca (poem)

9 D.4(A) Figure 19B, D.12(D)

Explain How Dramatic Conventions Enhance Dramatic Text . . . . . . 68

from What I Did Last Summer by A. R. Gurney, Jr. (play excerpt)from A Young Lady of Property by Horton Foote (play excerpt)

10 D.5(A) Figure 19B Analyze Linear and Nonlinear Plot Development in Fiction . . . . . . . 78

from The Kite Runner by Khaled Hosseni (novel excerpt)Frog-Sleep by Deborah Walker (short story)

11 D.5(B) Figure 19B Analyze Character Development in Fiction . . . . . . . . . . . . . . . . . . . . 88

from The Musgrave Ritual by Sir Arthur Conan Doyle (short story excerpt)Deep! by John Frizell (short story)

12 D.5(C) Figure 19B Analyze Effects of Narrator’s Point of View in Fiction . . . . . . . . . . . . 97

The Stranger’s History from A Connecticut Yankee in King Arthur’s Court by Mark Twain (novel excerpt)Fly for Your Life by John Frizzel (short story)

13 D.6(A) Figure 19B Analyze Interweaving of the Personal and the Factual in Literary Essays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

One Fine Day by Verlyn Klinkenborg (nature essay)The Conceited Python by Ruskin Bond (personal narrative)

14 D.7(A) Figure 19B Understand Irony, Sarcasm, and Paradox . . . . . . . . . . . . . . . . . . . . . 114

One Perfect Rose by Dorothy Parker (poem)The Mirror, A Korean Folktale retold by Janeen R. Adil (folktale)

D.12(A), D.12(D)

Media Literacy Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

9781617347283_TX_EOC_English_SE.indb ii9781617347283_TX_EOC_English_SE.indb ii 8/27/2018 10:15:10 PM8/27/2018 10:15:10 PM

iii

Chapter 3 Understanding and Analysis of Informational Texts

LessonPrimary TEKS

Secondary TEKS

15 D.8(A) Figure 19B Explain Controlling Idea and Specifi c Purpose in Expository Text . 122

Sir Isaac Newton . . . Detective? by Natalie M. Rosinsky (science article)Siberia: Russia’s Wild East: Reindeer, Permafrost, and Energy by Curtis Manley (geography/history article)

16 D.9(A) D.12(D),Figure 19A

Summarize Expository Text and Distinguish Between a Summary and a Critique . . . . . . . . . . . . . . . . . . . . . . . . . 131

King of Beasts by Jan Pye Marry (history article)Attack of the Real Snow Monster by Nick D’Alto (science article)

17 D.9(B) Figure 19B Differentiate Between Substantiated and Unsubstantiated Opinions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Do Animals Dream? by Faith Hickman Brynie (science article)Rome Burns! by Angela Murock Hussein (history article)

18 D.9(C),Figure 19B

Make Inferences and Draw Conclusions About Ideas and Organizational Patterns in Expository Text . . . . . . . . . . . . . . . . 147

False Colors by John D. Broadwater (history article)Get Your ZZZZZs! by Kathiann Kowalski and Marcia Lusted (science/health article)

19 D.10(A) D.12(D), Figure 19B

Analyze Evidence in Support of an Argument . . . . . . . . . . . . . . . . . 154

Penny Foolish by David L. Ganz (economics article)Everyone Should Volunteer, Right? by Nikki Rubicon (civics article)

20 D.10(A),D.10(B)

D.12(D), Figure 19B

Analyze Rhetorical Structures and Devices in Persuasive Speeches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

General Robert E. Lee’s Farewell Address 1865 (historic speech)On the Death of Martin Luther King by Robert F. Kennedy (historical speech)

21 D.11(A) Figure 19B Analyze Clarity of Procedural Text . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Obtaining a Patent by Edward H. Jones (instructions)Design Your Own Computer Game by Barb Asselin (instructions)

22 D.11(B), D.12(A)

Figure 19B Analyze Data Presented in Graphic Sources . . . . . . . . . . . . . . . . . . . 175

from Caffeine: How Hooked Are You? by Ruth Tenzer Feldman (science/health article)How Big Is the Nile? by Cynthia Hatch (geography article)

D.12(A), D.12(D)


9781617347283_TX_EOC_English_SE.indb iii9781617347283_TX_EOC_English_SE.indb iii 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

iv

Chapter 4 Composition

LessonPrimary TEKS

Secondary TEKS

23 D.13(B), D.14(A)

D.13(C), D.13(D)

Write a Literary Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Moon Finds a New Friend by Janina Thomas (literary narrative)

24 D.15(Ai–v) D.13(B), D.13(C), D.13(D)

Write an Expository Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

The Contributions of Rome by Tomasina O’Connor (expository essay)

D.12(A), D.12(D)


Chapter 5 Revision

LessonPrimary TEKS

Secondary TEKS

25 D.13(C) Revise a Literary Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Julia’s Bike by Julia Meara (literary narrative)A Memorable Ride by Hector Perez (literary narrative)

26 D.15(Ai–v) D.13(C) Revise an Expository Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

T’ai Chi, the “Supreme Ultimate” by LaVonne Hardy (expository essay)What Happened to the Anasazi? by Luz Cepeda (expository essay)

27 D.16(A, C, D, E) D.13(C) Revise a Persuasive Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Needed: Speed Bumps on Market Avenue by Noreen Hughes (persuasive essay)Home Economics and Shop for All by Brandon Witercur (persuasive essay)

D.12(A), D.12(D) Media Literacy Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Chapter 6 Editing

LessonPrimary TEKS

Secondary TEKS

28 D.17(A), D.17(Ai)

D.13(D) Edit to Correct Problems with Active and Passive Tense and Verbals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

An Important Lesson by Casey Lederer (response to literature essay)To Strive, To Seek, To Find by Maura Floris (interpretative essay)

29 D.17(A), D.17(Aii)

D.13(D), D.18(Aii)

Edit to Correct Problems with Restrictive and Nonrestrictive Clauses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

My Perfect Place by Kelsey Vacca (expressive essay)Reading—On Paper or On Screen? by Roberto Martinez (comparison-and-contrast essay)

30 D.17A, D.17Aiii

D.13D Edit to Correct Problems with Pronouns . . . . . . . . . . . . . . . . . . . . . 249

Two Tough Cookies by Santos Bolano (personal narrative)Baucis and Philemon retold by Tracy Singleton (retelling of myth)

9781617347283_TX_EOC_English_SE.indb iv9781617347283_TX_EOC_English_SE.indb iv 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

v

Chapter 6 Editing (continued)

LessonPrimary TEKS

Secondary TEKS

31 D.17(C) D.13(D) Edit for Sentence Variety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Firefi ghters at Work by David Han (informational article)My Hero by Tuyet Tran (literary essay)

32 D.18(A), D.18(Bi, ii), D.19(A)

D.13(D) Edit to Correct Problems with Capitalization, Punctuation, and Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Behind “The Minister’s Black Veil” by Francine Choi (literary analysis)How to Make an Omelette by Guy Collins (procedural article)

D.12(A), D.12(D)

Media Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Expository Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Literary Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Practice Test 1 and Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(Teacher Edition)These full-length Practice Tests were specifically written to match the item formats and testing blueprints for the STAAR® English I – Reading and English I – Writing tests.

Also available:

Measuring Up Live®2.0

Additional assessment and practice support for the End-of-Course programs are available online. Your teacher may assign assessments or TEKS practice in Measuring Up Live.

9781617347283_TX_EOC_English_SE.indb v9781617347283_TX_EOC_English_SE.indb v 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

vi

Lesson Correlation to the Texas End-of-Course English I Essential Knowledge and SkillsThis worktext is customized to the Texas Essential Knowledge and Skills and will help

you prepare for the Texas End-of-Course English I test.

Texas Essential Knowledge and Skills Measuring Up Lessons

Reporting Category 1: Understanding and Analysis Across Genres

The student will demonstrate the ability to understand and analyze a variety of written texts across reading genres.

D.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to

(A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affi xes; Supporting Standard

1

(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; Readiness Standard

2

(D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., caveat emptor, carte blanche, tete a tete, pas de deux, bon appetit, quid pro quo); Supporting Standard

3

(E) use a dictionary, a glossary, or a thesaurus ( printed or electronic) to determine or confi rm the meanings of words and phrases, including their connotations and denotations, and their etymology. Readiness Standard

1, 2, 3

D.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

(A) analyze how the genre of texts with similar themes shapes meaning; Supporting Standard 4

D.9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to

(D) synthesize and make logical connections between ideas and details in several texts selected to refl ect a range of viewpoints on the same topic and support those fi ndings with textual evidence. Supporting Standard

5

(Figure 19) Reading/Comprehension Skills. Students use a fl exible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. The student is expected to

(B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard

2, 4, 5

Reporting Category 2: Understanding and Analysis of Literary Texts

The student will demonstrate an ability to understand and analyze literary texts.

D.2 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

(B) analyze the infl uence of mythic, classical and traditional literature on 20th and 21st century literature; Supporting Standard

6

(C) relate the fi gurative language of a literary work to its historical and cultural setting. Supporting Standard

7

D.3 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to

9781617347283_TX_EOC_English_SE.indb vi9781617347283_TX_EOC_English_SE.indb vi 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

vii


(A) analyze the effects of diction and imagery (e.g., controlling images, fi gurative language, understatement, overstatement, irony, paradox) in poetry. Supporting Standard

8

D.4 Reading/Comprehension of Literary Tets/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

(A) explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text. Supporting Standard

9

D.5 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements offi ction and provide evidence from text to support their understanding. Students are expected to

(A) analyze non-linear plot development (e.g., fl ashbacks, foreshadowing, sub-plots, parallel plot structures) and compare it to linear plot development; Supporting Standard

10

(B) analyze how authors develop complex yet believable characters in works of fi ction through a range of literary devices, including character foils; Readiness Standard

11

(C) analyze the way in which a work of fi ction is shaped by the narrator’s point of view. Supporting Standard

12

D.6 Reading/Comprehension of Literary Text/Literary Nonfi ction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfi ction and provide evidence from text to support their understanding. Students are expected to

(A) analyze how literary essays interweave personal examples and ideas with factual information to explain, present a perspective, or describe a situation or event. Supporting Standard

13

D.7 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to

(A) explain the role of irony, sarcasm, and paradox in literary works. Supporting Standard 14

D.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students are expected to

(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; Supporting Standard

4, 6, MP1, MP2, MP4, MP5, MP6

(D) evaluate changes in formality and tone within the same medium for specifi c audiences and purposes. Supporting Standard

9, MP1, MP2, MP4, MP5, MP6


(B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction)

6, 7, 10, 11, 12, 14

(B) make complex inferences about text and use textual evidence to support understanding. Supporting Standard (Literary Nonfi ction, Poetry, Drama)

8, 9, 13, 14

Reporting Category 3: Understanding and Analysis of Informational Texts

The student will demonstrate an ability to understand and analyze informational texts.

D.8 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

MP = Media Projects

9781617347283_TX_EOC_English_SE.indb vii9781617347283_TX_EOC_English_SE.indb vii 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

viii


(A) explain the controlling idea and specifi c purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose. Readiness Standard

15

D.9 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to

(A) summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion; Readiness Standard

16

(B) differentiate between opinions that are substantiated and unsubstantiated in the text; Supporting Standard

17

(C) make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns. Readiness Standard

18

D.10 Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to

(A) analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specifi c audience; Supporting Standard

19, 20

(B) analyze famous speeches for the rhetorical structures and devices used to convince the reader of the authors’ propositions. Supporting Standard

20

D.11 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to

(A) analyze the clarity of the objective(s) of procedural text (e.g., consider reading instructions for software, warranties, consumer publications); Supporting Standard

21

(B) analyze factual, quantitative, or technical data presented in multiple graphical sources. Supporting Standard

22

D.12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students are expected to

(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; Supporting Standard

22, MP1, MP3, MP4, MP5, MP6

(D) evaluate changes in formality and tone within the same medium for specifi c audiences and purposes. Supporting Standard

16, 19, 20, MP1, MP3, MP4, MP5,

MP6


(B) make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository)

15, 16, 17, 18, 21, 22

(B) make complex inferences about text and use textual evidence to support understanding. Supporting Standard (Persuasive)

19, 20

MP = Media Projects

9781617347283_TX_EOC_English_SE.indb viii9781617347283_TX_EOC_English_SE.indb viii 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

ix


Reporting Category 4: Composition

The student will demonstrate an ability to compose a variety of written texts with a clear, controlling idea; coherent organization; suffi cient development; and effective use of language and conventions.

D.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to

(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transtions and the rhetorical devices used to convey meaning; Readiness Standard

23, 24

(C) revise drafts to improve style, word choice, fi gurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard

23, 24

(D) edit drafts for grammar, mechanics, and spelling. Readiness Standard 23, 24

D.14 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to

(A) write an engaging story with a well-developed confl ict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot. Readiness Standard

23

D.15 Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specifi c audiences for specifi c purposes. Students are expected to

(A) write an [analytical] essay of suffi cient length Readiness Standard that includes 24

(i) effective introductory and concluding paragraphs and a variety of sentence structures; 24

(ii) rhetorical devices, and transitions between paragraphs; 24

(iii) a controlling idea or thesis; 24

(iv) an organizing structure appropriate to purpose, audience, and context; 24

(v) relevant information and valid inferences. 24

Reporting Category 5: Revision

The student will demonstrate an ability to revise a variety of written texts.


(C) revise drafts to improve style, word choice, fi gurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard

25, 26, 27

D.15 Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specifi c audiences for specifi c purposes. Students are expected to

(A) write an [analytical] essay of suffi cient length that includes

(i) effective introductory and concluding paragraphs and a variety of sentence structures; Supporting Standard

26

(ii) rhetorical devices, and transitions between paragraphs; Supporting Standard 26

(iii) a controlling idea or thesis; Supporting Standard 26

9781617347283_TX_EOC_English_SE.indb ix9781617347283_TX_EOC_English_SE.indb ix 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM

x


(iv) an organizing structure appropriate to purpose, audience, and context; Supporting Standard 26

(v) relevant information and valid inferences. Supporting Standard 26

D.16 Writing/Persuasive Texts. Students write persuasive texts to infl uence the attitudes or actions of a specifi c audience on specifi c issues. Students are expected to write an argumentative essay to the appropriate audience that includes

(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence; Supporting Standard

27

(C) counter-arguments based on evidence to anticipate and address objections; Supporting Standard 27

(D) an organizing structure appropriate to the purpose, audience, and context; Supporting Standard 27

(E) an analysis of the relative value of specifi c data, facts, and ideas. Supporting Standard 27

Reporting Category 5: Editing

The student will demonstrate an ability to edit a variety of texts.


(D) edit drafts for grammar, mechanics, and spelling. Readiness Standard 28, 29, 30, 31, 32

D.17 [Oral and] Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when [speaking and] writing. Students are expected to

(A) use and understand the function of the following parts of speech in the context of reading, writing, [and speaking]: Readiness Standard

28, 29, 30

(i) more complex active and passive tenses and verbals (gerunds, infi nitives, participles); Supporting Standard

28

(ii) restrictive and nonrestrictive relative clauses; Supporting Standard 29

(iii) reciprocal pronouns (e.g., each other, one another); Supporting Standard 30

(C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex). Readiness Standard

31

D.18 [Oral and] Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to

(A) use conventions of capitalization; Readiness Standard 32

(B) use correct punctuation marks Readiness Standard , including 32

(i) quotation marks to indicate sarcasm or irony; Supporting Standard 32

(ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions. Supporting Standard

29, 32

D.19 [Oral and] Written Conventions/Spelling. Students spell correctly. Students are expected to

(A) spell correctly, including using various resources to determine and check correct spellings. Readiness Standard

32

9781617347283_TX_EOC_English_SE.indb x9781617347283_TX_EOC_English_SE.indb x 8/27/2018 10:15:11 PM8/27/2018 10:15:11 PM


23

2En

glis

h I • E

nd-o

f-Cou

rse

Cop

ying

is il

lega

l. M

easu

ring

Up

to t

he E

nglis

h I En

d-of

-Cou

rse

Exam

Less

on

28

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

s

Verb

als

Ger

unds

, in

finiti

ves,

and

par

ticip

les

are

thre

e sp

ecia

l for

ms

of v

erbs

. Th

ey a

re c

alle

d ve

rbal

s.

Ger

und

a ve

rb e

ndin

g in

–in

g th

at is

use

d as

a n

oun

D

anci

ng w

ell r

equi

res

a lo

t of

ski

ll an

d en

dura

nce.

Infin

itiv

e A

ver

b pr

eced

ed b

y to

tha

t is

use

d as

a n

oun,

an

adje

ctiv

e, o

r an

adv

erb

To

wat

ch t

he s

un r

ise

in t

he m

orni

ng is

one

of

my

grea

test

pl

easu

res.

Par

tici

ple

a ve

rb f

orm

use

d as

an

adje

ctiv

e

A pr

esen

t pa

rtic

iple

end

s in

–in

g.

I sa

t on

the

par

k be

nch

and

wat

ched

the

fal

ling

leav

es.

A pa

st p

arti

cipl

e en

ds in

–d

or –

ed.

Som

e ha

ve ir

regu

lar

form

s.

Som

e pe

ople

pre

fer

cook

ed v

eget

able

s w

hile

oth

ers

pref

er t

hem

raw

.

W

e th

rew

aw

ay t

he b

roke

n va

se.

23

1M

aste

ry E

duca

tion

Cop

ying

is il

lega

l. C

hapt

er 6

• E

ditin

g

Less

on

7R

ela

te F

igu

rati

ve L

angu

age

to

His

tori

cal

and

Cu

ltu

ral

Se

ttin

g

Cha

pte

r 6

C

hapt

er

6 •

Edi

ting

Edi

ting

Less

on

28

Edi

t to

Co

rre

ct P

robl

em

s w

ith

Act

ive

an

d P

assi

ve T

ens

e a

nd V

erb

als

Un

der

stan

d T

he

Tek

s

Tens

e a

nd V

oic

e

A ve

rb is

a w

ord

that

sho

ws

actio

n or

a s

tate

of

bein

g. T

he t

ense

of

a ve

rb s

how

s w

hen

the

actio

n is

occ

urrin

g, f

or e

xam

ple,

in t

he p

ast,

in t

he p

rese

nt,

or in

the

fut

ure.

The

tens

e of

a v

erb

can

show

tha

t it

is a

ctiv

e or

pas

sive

. Th

e ac

tive

voi

ce s

how

s th

at

the

subj

ect

of t

he v

erb

perf

orm

s th

e ac

tion.

The

pas

sive

voi

ce in

dica

tes

that

the

sub

ject

re

ceiv

es t

he a

ctio

n, o

r th

at t

he a

ctio

n is

hap

peni

ng t

o th

e su

bjec

t.

Her

e ar

e so

me

verb

ten

ses

in t

he a

ctiv

e an

d pa

ssiv

e vo

ice.

Pre

sent

Ten

se

show

s ac

tion

occ

urri

ng n

owA

ctiv

e Th

e pr

inci

pal p

rese

nts

the

awar

d.P

assi

ve

The

awar

d is

pre

sent

ed b

y th

e pr

inci

pal.

Pas

t Te

nse

show

s ac

tion

tha

t oc

curr

ed in

the

pas

t bu

t is

not

occ

urrin

g no

wA

ctiv

e K

ayla

ope

ned

the

pack

age.

Pas

sive

Th

e pa

ckag

e w

as o

pene

d by

Kay

la.

Futu

re T

ense

sh

ows

acti

on t

hat

will

occ

urA

ctiv

e H

assa

n w

ill a

dopt

the

dog

.P

assi

ve

The

dog

will

be

adop

ted

by H

assa

m.

Pre

sent

Per

fect

Ten

se

show

s ac

tion

tha

t oc

curr

ed a

t so

me

inde

finit

e ti

me

in t

he p

ast

Act

ive

The

dete

ctiv

e ha

s so

lved

the

mys

tery

.P

assi

ve

The

mys

tery

has

bee

n so

lved

by

the

dete

ctiv

e.

Pas

t P

erfe

ct T

ense

sh

ows

acti

on t

hat

ende

d be

fore

som

e ot

her

past

act

ion

Act

ive

The

criti

c ha

d re

ad t

he b

ook

wel

l bef

ore

she

saw

the

mov

ie.

Pas

sive

Th

e bo

ok h

ad b

een

read

by

the

criti

c w

ell b

efor

e sh

e sa

w

the

mov

ie.

Futu

re P

erfe

ct T

ense

sh

ows

acti

on t

hat

will

end

bef

ore

som

e ot

her

acti

onA

ctiv

e B

y th

e tim

e sp

ring

com

es a

roun

d, t

he c

lass

will

hav

e re

ad

eigh

t no

vels

. P

assi

ve

By

the

time

sprin

g co

mes

aro

und,

eig

ht n

ovel

s w

ill h

ave

been

re

ad b

y th

e cl

ass.

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

116

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

116

8/27

/201

8 1

1:19

:01

PM

8/27

/201

8 1

1:19

:01

PM

Mastery Education Copying is illegal. Chapter 6 • Editing 117

23

4En

glis

h I • E

nd-o

f-Cou

rse

Cop

ying

is il

lega

l. M

easu

ring

Up

to t

he E

nglis

h I En

d-of

-Cou

rse

Exam

Less

on

28

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

s

retu

rned

, he

put a

pou

ch m

ade

of r

ed v

elve

t on

the

tabl

e. (

15)

The

ric

h

man

unt

ied

the

stri

ngs,

ope

ned

the

pouc

h, a

nd th

e m

ost b

eaut

iful r

uby

anyo

ne c

ould

imag

ine

was

take

n ou

t. (1

6) T

he r

ichn

ess

of it

s co

lor

brou

ght t

o m

ind

the

sun

sett

ing

over

the

wes

tern

hill

s. (

17)

Its

stun

ning

beau

ty b

roug

ht te

ars

to th

e w

oman

’s ey

es. (

18)

Of c

ours

e, s

o di

d th

e fa

ct

that

she

had

lost

the

chal

leng

e an

d w

ould

not

rec

eive

the

trea

sure

.

(19)

Eve

ry d

ay a

new

per

son

cam

e an

d ch

alle

nged

the

rich

man

.

(20)

Eve

ry d

ay, t

he r

ich

man

pro

duce

d w

hat w

as d

eman

ded.

(21

) E

very

day,

he

grew

mor

e an

d m

ore

self-

satis

f yin

g . (

22)

“No

one

can

win

this

chal

leng

e,”

he g

loat

ed, “

for

I ha

ve e

very

thin

g.”took

out

.

ied

Why

did

the

writ

er m

ake

the

chan

ge in

sen

tenc

e (1

5)?

Part

of t

he s

ente

nce

was

in th

eac

tive

voic

e an

d p

art

in t

hepa

ssiv

e. T

he w

riter

put

the

entir

ese

nten

ce in

the

act

ive

voic

e.

In s

ente

nce

(21)

, w

hy d

id t

he

writ

er c

hang

e se

lf-sa

tisfy

ing

to

self-

satis

fied?

The

wor

d is

an

adje

ctiv

ean

d sh

ould

be

in t

he p

ast

par

ticip

le f

orm

.

Guid

ed Q

uest

ions

23

3M

aste

ry E

duca

tion

Cop

ying

is il

lega

l. C

hapt

er 6

• E

ditin

g

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

sLe

sson

28

DIR

ECTI

ON

S

Rea

d th

e se

lect

ion

belo

w.

Answ

er t

he q

uest

ions

in t

he s

ide

colu

mn.

Th

ey w

ill h

elp

you

unde

rsta

nd h

ow t

o m

aste

r th

e TE

KS

.

An Im

port

ant L

esso

nby

Cas

ey L

eder

er

(1)

Lon

g ag

o I

read

a fo

lkta

le th

at I

stil

l rem

embe

r w

ell.

(2)

Set

in th

e di

stan

t pas

t of f

olkl

ore,

it te

lls o

f a r

ich

man

and

a b

egga

r in

Vie

t Nam

.

(3)

In th

e st

ory,

the

rich

man

live

d in

a m

agni

ficen

t hou

se

surr

ound

ing

by

acre

s of

lush

and

fert

ile la

nd. (

4) H

is m

ansi

on h

ad

thir

ty-t

hree

roo

ms.

(5)

Eac

h w

as d

ecor

ated

with

cur

tain

s of

the

rich

est

broc

ade

and

furn

iture

mad

e fr

om th

e fin

est w

oods

and

han

d-ca

rved

by s

kille

d cr

afts

peop

le. (

6) E

lega

ntly

des

igne

d ru

gs o

f the

fine

st w

ool

cove

red

the

floor

s.

(7)

The

ric

h m

an w

ante

d fo

r no

thin

g. (

8) H

e fe

lt he

has

eve

ryth

ing.

(9)

In fa

ct, h

e w

as s

o se

lf-sa

tisfie

d, p

eopl

e w

ere

chal

leng

ed b

y hi

m

to n

ame

som

ethi

ng h

e co

uld

not p

rodu

ce. (

10)

If a

nyon

e di

d so

, he

prom

ised

to g

ive

that

per

son

a ba

g of

ten

prec

ious

jew

els.

(11)

Man

y ca

me

to h

is h

ouse

taki

ng u

p th

e ch

alle

nge.

(12

) “I

wan

t

you

to s

how

me

a ru

by th

e si

ze o

f a c

hild

’s fis

t,” o

ne w

oman

dem

ande

d.

(13)

T⁄ h

e se

rvan

t was

sen

t int

o th

e ho

use

by th

e ri

ch m

an to

look

in

his

desk

dra

wer

—th

e th

ird

one

dow

n on

the

left

sid

e. (

14)

Whe

n he

ed

had

he c

halle

nged

to t

ake

The

mer

chan

t se

nt

lc

In s

ente

nce

(3),

why

did

the

writ

er

chan

ge s

urro

undi

ng t

o su

rrou

nded

?

The

wor

d sh

ould

be

a p

ast

par

ticip

le t

hat

acts

like

an

adje

ctiv

e.

Why

did

the

writ

er c

hang

e th

e ve

rb t

ense

in s

ente

nce

(8)?

Both

ver

bs s

how

a p

ast

actio

nan

d sh

ould

be

in t

he p

ast

tens

e. O

nly

the

first

ver

b w

asin

the

pas

t te

nse;

the

sec

ond

was

in t

he p

rese

nt t

ense

.

Expl

ain

the

chan

ge in

sen

tenc

e (9

).

He

rew

rote

the

sen

tenc

e in

the

activ

e vo

ice

to g

o w

ith

the

rest

of

the

par

agra

ph.

Expl

ain

the

chan

ge in

se

nten

ce (

11).

He

put

the

verb

al in

the

infin

itive

for

m.

Expl

ain

the

chan

ge t

he w

riter

m

ade

in s

ente

nce

(13)

.

The

writ

er r

ewro

te t

he

sent

ence

in t

he a

ctiv

e vo

ice.

Guid

ed Q

uest

ions

Gu

ided

Pr

acti

ce

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

117

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

117

8/27

/201

8 1

1:19

:11

PM

8/27

/201

8 1

1:19

:11

PM


23

6En

glis

h I • E

nd-o

f-Cou

rse

Cop

ying

is il

lega

l. M

easu

ring

Up

to t

he E

nglis

h I En

d-of

-Cou

rse

Exam

Less

on

28

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

s

(36)

“T

hat!

But

that

’s no

thin

g! T

hat’s

som

ethi

ng I

wou

ld th

row

aw

ay.”

(37)

“D

o yo

u ha

ve o

ne li

ke it

? C

an y

ou p

rodu

ce a

chi

pped

dri

nkin

g cu

p?”

(38)

The

ric

h m

an s

ent h

is s

erva

nt th

roug

hout

the

hous

e to

find

suc

h a

thin

g. (

39)

Of c

ours

e, n

o su

ch o

bjec

t

coul

d be

foun

d. (

40)

He

had

to a

dmit

his

defe

at.

(41)

For

a m

onth

, the

ric

h m

an a

nd th

e be

ggar

trad

ed p

lace

s. (

42)

It w

as a

long

and

diff

icul

t mon

th fo

r

the

now

impo

veri

shed

man

. (43

) H

e le

arne

d w

hat i

t is

like

to b

e po

or. (

44)

How

ever

, he

also

lear

ned

a m

ore

impo

rtan

t les

son—

mon

ey is

n’t t

he o

nly

thin

g th

at c

an b

ring

hap

pine

ss.

5.

Rew

rite

sen

tenc

e 39

in th

e ac

tive

voic

e.

Of

cour

se,

they

cou

ld f

ind

no s

uch

obje

ct.

23

5M

aste

ry E

duca

tion

Cop

ying

is il

lega

l. C

hapt

er 6

• E

ditin

g

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

sLe

sson

28

DIR

ECTI

ON

S

Con

tinue

rea

ding

the

sto

ry.

Mak

e th

e ch

ange

s in

dica

ted.

(23)

The

n on

e ra

iny

mor

ning

, a b

egga

r ca

me

to th

e ri

ch m

an’s

hous

e ta

king

up

the

chal

leng

e. (

24)

The

rich

man

’s se

rvan

t was

abo

ut to

turn

him

aw

ay, b

ut h

is m

aste

r la

ughe

d an

d sa

id to

let h

im in

. (25

) “T

his

will

be

amus

ing,

” he

thou

ght.

1.

Rew

rite

sen

tenc

e 23

to fi

x th

e un

derl

ined

pro

blem

.

Then

one

rai

ny m

orni

ng,

a be

ggar

cam

e to

the

ric

h m

an’s

hou

se t

o ta

ke u

p

the

chal

leng

e.

(26)

“A

s yo

u se

e, I

hav

e al

mos

t not

hing

,” th

e be

ggar

sai

d, “

but I

hav

e so

met

hing

in m

y sa

ck th

at y

ou d

o no

t ow

n.”

(27)

“Im

poss

ible

!” s

aid

the

rich

man

. (28

) “T

ake

a lo

ok a

t us

both

. (29

) Sa

y su

ch a

thin

g is

an

insu

lt.”

2.

Rew

rite

sen

tenc

e 29

to fi

x th

e un

derl

ined

pro

blem

.

To s

ay s

uch

a th

ing

is a

n in

sult.

”

(30)

“It

is th

e tr

uth,

” sa

id th

e be

ggar

to th

e co

mpl

acen

t man

. (31

) “I

f you

feel

so

cert

ain,

agr

ee to

trad

e

plac

es w

ith m

e fo

r a

mon

th if

suc

h an

obj

ect c

an b

e pr

oduc

ed b

y m

e.”

3.

Rew

rite

sen

tenc

e 31

to fi

x th

e un

derl

ined

pro

blem

.

“If

you

feel

so

cert

ain,

agr

ee t

o tr

ade

pla

ces

with

me

for

a m

onth

if I

can

pro

duce

suc

h an

obj

ect.

”

(32)

“A

nd if

you

don

’t ha

ve s

uch

an o

bjec

t, w

hat w

ill I

get

?” a

sked

the

aggr

ieve

d m

an.

(33)

“I

will

be

your

ser

vant

for

a m

onth

.”

(34)

The

ric

h m

an n

odde

d hi

s ag

reem

ent.

(35)

The

n th

e be

ggar

has

take

n fr

om h

is sa

ck a

chi

pped

cup

—th

e on

e he

use

d fo

r dr

inki

ng w

ater

from

the

wel

l.

4.

Rew

rite

sen

tenc

e 35

to fi

x th

e un

derl

ined

pro

blem

.

Then

the

beg

gar

took

fro

m h

is s

ack

a ch

ipp

ed c

up—

the

one

he u

sed

for

drin

king

wat

er f

rom

the

wel

l.

Ad

dit

ion

al P

rac

tic

e

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

118

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

118

8/27

/201

8 1

1:19

:11

PM

8/27

/201

8 1

1:19

:11

PM

Mastery Education Copying is illegal. Chapter 6 • Editing 119

23

8En

glis

h I • E

nd-o

f-Cou

rse

Cop

ying

is il

lega

l. M

easu

ring

Up

to t

he E

nglis

h I En

d-of

-Cou

rse

Exam

Less

on

28

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

s

(16)

How

doe

s on

e ac

hiev

e th

is g

oal?

(17)

Let

’s l

ook

at t

he f

irst

par

t: t

o

stri

ve. (

18) T

o ke

ep t

ryin

g no

mat

ter

wha

t st

ands

in

thei

r w

ay i

s so

met

hing

that

has

to

be d

one

by p

eopl

e. (1

9) T

here

wil

l al

way

s be

obs

tacl

es. (

20) T

here

wil

l al

way

s be

rea

sons

why

som

ethi

ng i

s im

poss

ible

to

do. (

21) T

he b

est

cour

se i

s al

way

s to

kee

p tr

ying

.

(22)

To

seek

is

anot

her

par

t of

th

e pl

an. (

23) A

lway

s lo

ok f

or n

ew

oppo

rtu

nit

ies.

(24)

Exp

lore

new

pla

ces.

(25)

Try

fin

din

g an

swer

s. (2

6) I

t is

the

sear

ch t

hat

’s i

mpo

rtan

t. (2

7) I

t is

th

e ac

tion

of

seek

ing

that

mak

es y

ou

mor

e fu

lly

aliv

e.

(28)

Of

cou

rse,

th

e go

al i

s to

fin

d, t

o ac

hie

ve, s

ucc

eedi

ng.

(29)

Bel

ievi

ng

you

can

do

this

kee

ps y

our

atti

tude

pos

itiv

e. (3

0) H

owev

er, s

ucc

eedi

ng

is

not

alw

ays

poss

ible

.

(31)

Tha

t br

ings

us

to t

he la

st w

ords

of

the

poem

: “an

d no

t to

yie

ld.”

(32)

The

tru

e se

cret

is n

ot t

o gi

ve in

. (33

) Whe

n ti

mes

are

tou

gh, k

eep

tryi

ng.

(34)

Whe

n lif

e se

ems

bori

ng o

r yo

u fe

el s

talle

d, k

eep

sear

chin

g. (3

5) W

hen

you

begi

n to

lose

hop

e, p

ull y

ours

elf

up a

nd b

elie

ve y

ou w

ill f

ind

wha

t yo

u ne

ed.

23

7M

aste

ry E

duca

tion

Cop

ying

is il

lega

l. C

hapt

er 6

• E

ditin

g

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

sLe

sson

28

In r

espo

nse

to

a cl

ass

assi

gnm

ent

to w

rite

abo

ut

a le

sson

in

lif

e, M

aura

w

rote

th

is e

ssay

. Sh

e h

as a

sked

you

to

read

it

and

ed

it i

t.

To

Str

ive,

To

See

k, T

o F

ind

by M

aura

Flo

ris

(1) W

hen

I f

irst

rea

d T

enn

yson

’s p

oem

“U

lyss

es,”

I w

as s

omew

hat

con

fuse

d. (2

) Of

cou

rse,

th

e st

ory

of t

his

wil

y ad

ven

ture

r fi

ndi

ng

his

way

back

to

Ith

aca

from

Tro

y w

as k

now

n t

o m

e. (3

) He

had

som

e pr

etty

exc

itin

g

adve

ntu

res

alon

g th

e w

ay, a

nd

som

e pr

etty

sca

ry o

nes

, too

. (4)

I t

hou

gh o

f

him

alm

ost

as a

n a

ctio

n h

ero—

not

qu

ite

supe

rhu

man

, bu

t fu

ll o

f pl

uck

,

cun

nin

g, a

nd

cou

rage

.

(5) W

hat

a s

urp

rise

th

en t

o re

ad “

Uly

sses

”! (6

) Ten

nys

on p

rese

nts

Uly

ssse

s as

an

agi

ng

kin

g, a

kin

g w

hos

e ti

me

had

pas

t. (7

) To

rule

his

kin

gdom

is

now

for

him

a b

orin

g ch

ore.

(8) H

e lo

ngs

to

push

off

.

(9) A

dven

ture

is

wh

at h

e w

ants

to

seek

.

(10)

At

leas

t, th

at is

how

the

poe

m s

eem

ed t

o m

e at

fir

st. (

11) H

owev

er,

the

mor

e I

thou

ght

abou

t it

, the

mor

e I

saw

a d

eepe

r m

eani

ng r

evea

led ,

part

icul

arly

thr

ough

its

last

line

s. (1

2) U

lyss

es is

mor

e th

an a

n ag

ing

adve

ntur

er b

ored

by

the

hum

-dru

m t

asks

of

rulin

g It

haca

. (13

) He

is m

ore

than

som

eone

livi

ng in

the

glo

ries

of

the

past

. (14

) He

is a

man

who

ref

uses

to g

ive

in t

o th

e ra

vish

es o

f ti

me

and

fate

. (15

) A m

an w

ho w

ill n

ot y

ield

is h

e.

DIR

EC

TIO

NS

R

ead

th

e fo

llow

ing

pas

sage

. Th

en a

nsw

er t

he

qu

esti

ons

that

fol

low

.

★ P

rac

tic

e

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

119

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

119

8/27

/201

8 1

1:19

:11

PM

8/27

/201

8 1

1:19

:11

PM


24

0En

glis

h I • E

nd-o

f-Cou

rse

Cop

ying

is il

lega

l. M

easu

ring

Up

to t

he E

nglis

h I En

d-of

-Cou

rse

Exam

Less

on

28

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

s

DIR

EC

TIO

NS

An

swer

th

e fo

llow

ing

qu

esti

ons

bas

ed o

n t

he

sele

ctio

n y

ou j

ust

rea

d.

7 W

hic

h o

f th

ese

is t

he

best

way

to

com

bin

e se

nte

nce

s 7–

9 to

im

prov

e th

e st

yle?

A

Ru

lin

g h

is k

ingd

om i

s bo

rin

g, s

o h

e w

ants

to

push

off

an

d ad

ven

ture

is

wh

at h

e se

eks.

B

He

is b

ored

wit

h r

uli

ng

his

kin

gdom

, an

d pu

shin

g of

f is

wh

at h

e w

ants

an

d se

ekin

g ad

ven

ture

s.

C

Bor

ed b

y ru

lin

g h

is k

ingd

om a

nd

lon

gin

g to

pu

sh o

ff, a

dven

ture

is

wh

at h

e se

eks.

D

Bor

ed b

y ru

lin

g h

is k

ingd

om, h

e lo

ngs

to

push

of

f an

d se

ek a

dven

ture

.[T

EKS

D.1

3(C

)]

8 W

hic

h o

f th

ese,

if

any,

is

the

best

way

to

rew

rite

se

nte

nce

15?

A

Th

e go

al h

e h

olds

is

nev

er t

o yi

eld.

B

He

is a

man

wh

o n

ever

wil

l yi

eld.

C

Nev

er t

o yi

eld

is h

is g

oal.

D

No

revi

sion

is

nee

ded.

[TEK

S D

.13(

C)]

9 W

hic

h w

ord

shou

ld b

e ad

ded

at t

he

begi

nn

ing

of

sen

ten

ce 2

1 to

pro

vide

a s

moo

th t

ran

siti

on?

A

Nev

erth

eles

s

B

Wh

erea

s

C

Th

eref

ore

D

As

a re

sult

[TEK

S D

.13(

C)]

10

Wh

ich

of

thes

e w

ould

be

the

mos

t ef

fect

ive

sen

ten

ce t

o ad

d to

con

clu

de t

his

ess

ay?

A

I h

ave

take

n t

hes

e w

ords

to

hea

rt.

B

Ten

nys

on’s

poe

m p

rovi

des

a po

wer

ful

less

on

for

all

of u

s to

day.

C

Mor

e th

an a

nyt

hin

g, n

ever

giv

e u

p.

D

So

tell

you

rsel

f ov

er a

nd

over

aga

in t

o st

rive

, se

ek, a

nd

fin

d.[T

EKS

D.1

3(C

)]

Cu

mu

lati

ve

Pr

acti

ce

23

9M

aste

ry E

duca

tion

Cop

ying

is il

lega

l. C

hapt

er 6

• E

ditin

g

Edit

to C

orre

ct P

robl

ems

with

Act

ive

and

Pass

ive

Tens

e an

d Ve

rbal

sLe

sson

28

1 W

hat

is

the

best

way

to

rew

rite

sen

ten

ce 2

in

th

e ac

tive

voi

ce?

A

Of

cou

rse,

I k

new

th

e st

ory

of t

his

wil

y ad

ven

ture

r fi

ndi

ng

his

way

bac

k to

Ith

aca

from

Tro

y.

B

Of

cou

rse,

th

e st

ory

of t

his

wil

y ad

ven

ture

r w

ho

fin

ds h

is w

ay b

ack

to I

thac

a fr

om T

roy

was

kn

own

to

me.

C

Of

cou

rse,

th

e st

ory

was

on

e I

knew

of

this

w

ily

adve

ntu

rer

fin

din

g h

is w

ay b

ack

to

Ith

aca

from

Tro

y.

D

No

chan

ge s

hou

ld b

e m

ade

in s

ente

nce

2.

[TEK

S D

.17(

Ai)]

2 W

hat

ch

ange

, if

any,

sh

ould

be

mad

e in

se

nte

nce

6?

A

Ch

ange

pre

sen

ts t

o p

rese

nti

ng

B

Ch

ange

agi

ng

to a

ged

C

Ch

ange

ha

d t

o h

as

D

No

chan

ge s

hou

ld b

e m

ade

in s

ente

nce

6.

[TEK

S D

.17(

Ai)]

3 W

hat

ch

ange

, if

any,

sh

ould

be

mad

e in

se

nte

nce

11?

A

Ch

ange

th

ough

t to

was

th

ink

ing

B

Ch

ange

sa

w t

o se

e

C

Ch

ange

d re

vea

led

to

reve

al

D

No

chan

ge s

hou

ld b

e m

ade

to s

ente

nce

11.

[TEK

S D

.17(

Ai)]

4 W

hic

h o

f th

ese,

if

any,

is

the

best

way

to

chan

ge

sen

ten

ce 1

8?

A

No

mat

ter

wh

at s

tan

ds i

n t

hei

r w

ay t

o ke

ep t

ryin

g is

som

eth

ing

that

has

to

be

don

e by

peo

ple.

B

To

keep

try

ing

peop

le h

ave

to d

o n

o m

atte

r w

hat

sta

nds

in

th

e w

ay o

f pe

ople

.

C

Peo

ple

hav

e to

kee

p tr

yin

g n

o m

atte

r w

hat

st

ands

in

th

eir

way

.

D

No

chan

ge s

hou

ld b

e m

ade

to s

ente

nce

18.

[TEK

S D

.17(

Ai)]

5 W

hat

ch

ange

, if

any,

sh

ould

be

mad

e in

se

nte

nce

27?

A

Ch

ange

is

to w

as

B

Ch

ange

see

kin

g to

to

seek

C

Ch

ange

ma

kes

to

mad

e

D

No

chan

ge s

hou

ld b

e m

ade

to s

ente

nce

27.

[TEK

S D

.17(

Ai)]

6 W

hat

ch

ange

, if

any,

sh

ould

be

mad

e in

se

nte

nce

28?

A

Ch

ange

to

fin

d t

o fi

nd

ing

B

Ch

ange

to

ach

ieve

to

ach

ieve

C

Ch

ange

su

ccee

din

g to

to

succ

eed

D

No

chan

ge s

hou

ld b

e m

ade

to s

ente

nce

28.

[TEK

S D

.17(

Ai)]

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

120

TX

_EO

C_E

nglis

h_A

TE

_ext

ende

d.in

db

120

8/27

/201

8 1

1:19

:11

PM

8/27

/201

8 1

1:19

:11

PM

try it out! measuring up eoc

Documents