8th Grade English Midterm Study Guide PDF

Name:___________________ Date:_________________ Block:______ 8th Grade English - Study Guide for Midterm Exam Poetry Unit - Reading Skills and Comprehensio...

Name:___________________ Date:_________________ Block:______ 8th Grade English - Study Guide for Midterm Exam Poetry Unit - Reading Skills and Comprehension- Reads and analyzes appropriate text selections, sharing key ideas and essential understandings. 8th English Criterion: Reading Skills and Comprehension MASTERY - 4 PROFICIENT - 3 APPROACHING - 2 BEGINNING - 1 The student: The student: The student: The student: Demonstrates a deep Accurately identifies and understanding of analyzes key ideas and Identifies some key ideas Struggles to identify key complex texts, essential understandings in and essential ideas and essential identifying and understandings but may understandings in the text. appropriate text selections. analyzing multiple key miss or misunderstand ideas and essential others. understandings with insight. Makes clear and relevant Makes sophisticated connections between the Makes minimal or unclear connections between text and its themes or Makes basic connections connections between the the text and broader contexts. between the text and its text and its themes or themes, real-world themes or contexts but may contexts. applications, or other need support to clarify texts. ideas. Instructions: Read the poem _____________ by ____________. Answer the following questions based on your analysis of the poem. Provide complete explanations. The Road Not Taken By Robert Frost - (This is an example for practice. It will NOT be the poem on the exam.) Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. Analyzing the Poem Focus on key elements such as tone, imagery, literary devices, and the overall theme. You’ll need to demonstrate your ability to identify and explain these aspects of the poem through specific questions. Here is a breakdown of what you will likely need for each part of your analysis: 1. Verses and Stanzas What to do: Identify and label the verses and stanzas in the poem. What you need to know: ○ A verse is a single line of poetry. ○ A stanza is a group of lines in a poem, often separated by spaces. Tip: Count the lines and group them to find where each stanza begins and ends. Each stanza should have more than one line. 2. Identifying Rhyming Lines and Analyzing Their Effect What to do: Find two lines in the poem that rhyme, and explain how the rhyme affects the rhythm or tone of the poem. What you need to know:  ○ Rhyme is the repetition of sounds at the ends of words, and it can give the poem a musical quality. ○ Rhythm refers to the pattern of stressed and unstressed syllables. ○ Tone is the attitude the poet conveys toward the subject (e.g., joyful, serious, sarcastic). Tip: Pay attention to the rhyme scheme and how it might influence the mood or feeling the poem conveys. 3. Analyzing Imagery What to do: Find an example of imagery in the poem and explain the image it creates for the reader. Then, describe how the imagery sets the mood or atmosphere of the poem. What you need to know: ○ Imagery involves descriptive language that appeals to the senses (sight, sound, touch, taste, or smell). ○ Mood is the emotional feeling created by the poem, and atmosphere is the general setting or feeling evoked. Tip: Look for phrases that help you visualize or feel something specific, and think about how those images make you feel as a reader. 4. Analyzing a Specific Line (e.g., Comparisons) What to do: If a line contains comparisons (such as similes or metaphors), identify the literary technique used and explain how it helps us understand the characters, situation, or deeper meaning. What you need to know: ○ Simile is a comparison using “like” or “as” (e.g., "as bright as a star"). ○ Metaphor is a comparison without using “like” or “as” (e.g., "Time is a thief"). Tip: Focus on the qualities emphasized by these comparisons and how they shape your understanding of the poem’s deeper message. 5. Identifying and Analyzing Tone and Its Shift What to do: Identify the tone of the poem and explain how it shifts throughout the poem. Use examples from the text to support your explanation. What you need to know: ○ Tone refers to the attitude the poet conveys (e.g., sarcastic, hopeful, melancholic). ○ The tone can change from the beginning to the end of the poem, creating a shift in mood. Tip: Look for changes in the language or the imagery to see how the poet’s attitude evolves. 6. Determining the Central Theme or Message What to do: Explain the central theme or message of the poem, supporting your answer with specific examples from the text. What you need to know: ○ The theme is the main idea or lesson the poet is trying to communicate. ○ The theme might be a universal truth, like love, death, or deception. Tip: Think about what the poet wants the reader to take away from the poem. Is there a moral or underlying message that ties everything together? 7. Analyzing Symbolism or Metaphors What to do: If there are symbols or metaphors in the poem, explain what they represent and how they contribute to the poem's deeper meaning. What you need to know:  ○ Symbolism is when an object, person, or place represents something beyond its literal meaning. ○ Metaphor compares two things without using “like” or “as,” often to express abstract ideas. Tip: Identify key objects or places in the poem that might stand for larger concepts (e.g., a bird might symbolize freedom). 8. Relating the Poem to Real-Life Situations What to do: Think about how the poem might reflect real-life situations or offer a warning, lesson, or insight. Use specific examples from the poem to explain how it relates to human experiences. What you need to know: Many poems serve as allegories or reflections of human nature, relationships, or societal issues. Tip: Look at the actions, choices, or events in the poem and think about how they could apply to real-life situations. What lessons can we learn from the poem’s events? General Tips for Studying and Analyzing Any Poem: Read the Poem Multiple Times: Read the poem carefully and more than once to understand its meaning. Pay attention to every detail, as even small elements can be important. Familiarize Yourself with Literary Devices: Know the meanings of terms like rhyme, rhythm, imagery, metaphor, simile, symbolism, tone, and theme. Support Your Answer with Evidence: Always support your answers with specific line(s) from the poem. Think About the Emotional Impact: Consider how the poem makes you feel and why. Does it create a sense of joy, tension, sadness, or surprise? Look for Patterns: Pay attention to recurring words, phrases, or themes. These often point to important meanings. Good luck with your analysis, and remember to approach the poem with both a close reading to identify each technique and a focus on its deeper meanings for analysis! _____________________________________________________________________________________________ Narrative Writing Unit - Written Expression- Communicates through various modes of writing English Criterion: Written Expression MASTERY - 4 PROFICIENT - 3 APPROACHING - 2 BEGINNING - 1 The student: The student: The student: The student: Produces writing that is Produces writing that is Produces writing that is Produces writing that may clear, coherent, and highly clear and coherent, with generally clear but may be unclear, disorganized, engaging, with a strong lack coherence or or inconsistent in voice appropriate voice and voice and style appropriate consistency in voice and style. style for the task. to the purpose and audience. and style. Uses advanced vocabulary, Relies on simple varied sentence structures, Uses a variety of Uses basic vocabulary vocabulary and sentence and sophisticated techniques vocabulary and sentence and sentence structures, structures, with minimal (e.g., metaphors, analogies) structures, with some with limited or use of techniques to to enhance meaning and effective use of inconsistent use of convey ideas. impact. techniques to convey techniques to convey ideas. ideas. Foundations and Conventions- Demonstrates a command of standard English grammar, usage, and mechanics  English Criterion: Foundations and Conventions MASTERY - 4 PROFICIENT - 3 APPROACHING - 2 BEGINNING - 1 The student: The student: The student: The student: Uses complex sentence Uses a range of sentence Relies on simple sentence Uses limited sentence structures, advanced structures, appropriate structures, basic structures, basic vocabulary, vocabulary, and a variety vocabulary, and correct vocabulary, and common and punctuation, with of punctuation marks punctuation with few punctuation, with frequent consistent errors that impact accurately and effectively. errors. errors. understanding. Instructions: Arrange the five sections of the following narrative in the correct sequence regarding elements of plot (Exposition, Rising Action, Climax, Falling Action, Resolution). Then, reflect on the key elements and how they contribute to the story’s structure. First, write the letter that corresponds to the correct element of plot in this story. Then, explain the role of each element in the development of the plot. (In other words, what is included in each part of the plot?) A) Clara never figures out how the sock got back in the drawer, but she’s happy to have it—and she vows to never let a sock go missing again. B) Clara, a young woman, is doing laundry when she realizes one of her favorite socks is missing. She searches everywhere—under the bed, in the dryer, and even in the trash—but it’s nowhere to be found. C) Clara is confused but thrilled to have the sock back. She laughs at how ridiculous she must have looked searching for it everywhere. D) Clara becomes obsessed with finding the sock, thinking it’s just hiding somewhere. She starts checking behind the couch, in every drawer, and even asking her roommates if they’ve seen it. But no one has a clue. E) One morning, Clara opens her sock drawer and—there it is! The missing sock is folded neatly, as though it’s been there all along. 1. Exposition: ________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 2. Rising Action: ________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 3. Climax: ________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 4. Falling Action: ________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 5. Resolution: ________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 6. Know the three point-of-views (first person, third person limited, third person omniscient). How does that point-of-view change the reader’s perception of the story? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 7. Know the difference between protagonist (main character) and antagonist (person, problem, or conflict) and how they affect plot. ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ 8. Read the following passage using indirect or direct characterization (one of these types will be in the passage on the exam) to reveal traits of the character. Then, write a description of the character using direct or indirect characterization (the one that wasn’t used on the exam already). [Passage will be included here.] ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ _____________________________________________________________________________________________ Reading Unit - Foundations and Conventions- Demonstrates a command of standard English grammar, usage, and mechanics English Criterion: Foundations and Conventions MASTERY - 4 PROFICIENT - 3 APPROACHING - 2 BEGINNING - 1 The student: The student: The student: The student: Uses complex sentence Uses a range of sentence Relies on simple sentence Uses limited sentence structures, advanced structures, appropriate structures, basic structures, basic vocabulary, vocabulary, and a variety vocabulary, and correct vocabulary, and common and punctuation, with of punctuation marks punctuation with few punctuation, with frequent consistent errors that impact accurately and effectively. errors. errors. understanding. Reading Skills and Comprehension- Reads and analyzes appropriate text selections, sharing key ideas and essential understandings. 8th English Criterion: Reading Skills and Comprehension MASTERY - 4 PROFICIENT - 3 APPROACHING - 2 BEGINNING - 1 The student: The student: The student: The student: Makes sophisticated Makes clear and relevant Makes basic connections Makes minimal or unclear connections between the connections between the between the text and its connections between the text and broader themes, text and its themes or themes or contexts but text and its themes or real-world applications, or may need support to contexts. contexts. other texts. clarify ideas. Provides well-supported Articulates a analysis with appropriate Provides analysis with well-supported analysis evidence from the text limited evidence, which Provides little to no with strong evidence and (or the topic at hand). may not fully support the analysis or relies on clear, persuasive reasoning. conclusions drawn. inaccurate or insufficient evidence. Ties That Bind, Ties That Break - Blocks 1, 3, 4 & 6: Please complete the following section. (Do not complete these sections if your class read Freak the Mighty. Go straight to the FtM sections.) Vocabulary - 1. Ailin’s Sister Described as "Fastidious" The word "fastidious" means that Ailin’s sister is very careful and picky about details. In the story, Ailin is shocked when she sees her sister unwrapping her feet, as it’s something that goes against the traditional Chinese custom of foot-binding. This shows that her sister is not only careful about following tradition but also possibly questioning it or being picky about her own body and choices. This word reflects her sister’s personality as someone who follows traditions closely, but also may be starting to question the old ways. 2. The Rickshaw and Social Status The use of a rickshaw in the story shows social status. A rickshaw is a form of transportation that is often used by wealthy people in China. It’s not a typical way for most people to get around, so the fact that Ailin is picked up by a rickshaw shows that she remains in a higher social circle.  The rickshaw highlights the difference between the fear that Ailin will fall to a lower social status and the higher status she is moving toward, especially as she starts to experience more Western influence. 3. Grandmother’s Worries About Gruel Grandmother’s fear of “gruel”, a cheap and watery food, shows her concern for Ailin’s future. Grandmother comes from an older generation that values tradition and believes that only poor people eat gruel. She worries that Ailin will be in a situation where money is scarce and will not be able to live a good life. This reflects Grandmother’s traditional views on food, status, and what is considered proper for a girl of Ailin’s age. Her worries also show her age and experience in a changing society. 4. Miss Gilbertson and American Teachers Miss Gilbertson and other American teachers are part of a Western influence in China. Their presence represents the cultural and political change happening in China at the time. Ailin’s exposure to these teachers, especially Miss Gilbertson, helps her learn new ideas about education and personal freedom. Miss Gilbertson’s offer to teach Ailin English represents the beginning of Ailin’s exposure to new ideas and education, which will help her think differently about her future. Reading Comprehension- 5. The Losses Ailin Faces Ailin faces many losses in the story, which help her grow. Here are five significant losses Ailin experiences: 1. Her foot-binding: She loses her bound feet, which symbolizes her breaking free from traditional roles. 2. Her childhood: As she grows older, she loses the innocent, traditional life she once had. 3. Her family’s approval: Ailin loses her family's support when she decides not to bind her feet. 4. Her friend (Miss Gilbertson): Miss Gilbertson leaves China, which shows Ailin’s continuing loss of the support systems she needs to grow. 5. Her family members who died - Father, Grandmother, Grandfather: She loses their presence in her life and the support they provide her. 6. Her marriage to Hanwei: She loses her chance at creating a partnership with someone she enjoyed spending time with and the benefits the marriage would bring. These losses show how Ailin is evolving. She becomes more independent, and each loss teaches her to be stronger and more resilient. Her identity changes as she moves away from traditional roles. 6. Ailin’s Decision to Use an English Name Ailin chooses to use an English name at school to create her own personal identity and separate herself from her traditional Chinese background. She prefers using an English name because it helps her fit in with the new culture around her, and it also gives her a sense of freedom. This choice represents her desire to balance both cultures. Ailin’s decision shows her wish to be part of the Western world, and it also reflects her desire for independence. By using an English name, she begins to define herself on her own terms. 7. Miss Gilbertson Offers to Tutor Ailin  Miss Gilbertson offers to tutor Ailin in English because she believes Ailin has great potential. This offer is a chance for Ailin to improve her education and have a better future. It opens up opportunities that might not have been available to her before. This offer is significant because it helps Ailin see education as a way to change her life. It gives her the chance to think about a future that is not limited by her family’s traditional expectations. 8. Ailin Challenging Gender Roles Ailin challenges traditional gender roles in several ways: 1. She refuses foot-binding: This shows that Ailin rejects the traditional practice that was expected of women. 2. She goes to school: At a time when many girls were not educated, Ailin fights for her right to learn. 3. She chooses her own future: Ailin does not let society or her family dictate what she should do with her life, especially when it comes to her marriage. These actions show that Ailin does not accept the roles society expects for women. She wants independence and is willing to challenge traditions to create her own path. General Tips for Studying: Understand the Main Themes: Key themes in the book include independence, cultural change, gender roles, and personal growth. Think about how Ailin’s journey shows these themes. Character Relationships: Pay attention to how Ailin’s relationships with her family, friends, and teachers help her grow and change. Cultural Context: Think about the time period and society in China. How do traditional values affect Ailin’s decisions, and how does she challenge them? Use Specific Examples: When answering questions, refer to events from the book and explain how they help Ailin grow or change. By reviewing these points and focusing on the important moments in the story, you will be prepared to do well on your test. Good luck! ____________________________________________________________________________________________ Freak the Mighty - Blocks 7 & 8: Please complete the following section. (Do not complete this section if your class read Ties That Bind, Ties That Break.) Vocabulary - 1. Max’s Use of the Word "Critters" Max uses the word "critters" to describe the wild children at his daycare. This choice of word reflects Max’s perspective of detachment and discomfort with the other kids. The term "critters" suggests that Max doesn’t view the children as friends or equals; he sees them as something foreign or even animalistic, which highlights his sense of isolation and how he feels disconnected from his peers. 2. Kevin’s Desire for Bionic Legs Kevin’s desire for bionic legs reflects his deep longing for transformation and a way to overcome his physical limitations. The term "bionic" suggests that Kevin believes technology or human enhancement can give him the power and freedom that his body cannot provide due to his condition. It symbolizes his desire to be more than human—to be strong and independent, just like the characters he admires in science fiction. Kevin's dream of bionic legs shows how he sees technology as a way to escape the limitations imposed by his illness. 3. Kevin’s "Good Riddance" to His Father When Kevin says "Good riddance" to his father, it reveals his anger, resentment, and emotional pain. Kevin’s relationship with his father has been absent and hurtful, and by using this phrase, Kevin is expressing relief and a sense of freedom from someone who has let him down. This moment highlights Kevin’s independence and his desire to sever ties with negative influences, further deepening our understanding of Kevin’s emotional resilience and desire for control in his life. 4. The "Damsel in Distress" Misjudgment When Kevin and Max first meet Loretta, they assume she is a "damsel in distress", in need of rescue. However, as the story unfolds, they learn that Loretta is actually the one causing trouble, which shifts the boys' initial misjudgment of her. This change in understanding shows how assumptions can often be misleading and that people aren’t always what they first appear to be. The theme of misjudgment is important in the story, as it illustrates how characters must look beyond their initial impressions to understand the complexity of others. Reading Comprehension and Theme Analysis 5. Max and Kevin’s Journey to Loretta and Iggy’s Apartment Max and Kevin’s journey to Loretta and Iggy’s apartment is an important turning point in the story. Their reasons for going there include a mix of curiosity, bravery, and the need to understand the adult world they’re not fully part of. The decision strengthens their friendship because it shows how they work together to face difficult situations. It also serves as a key moment of growth, with the boys stepping outside their comfort zones and taking on challenges together, which ultimately deepens their bond and advances the plot toward the next stage of their adventure. 6. Courage in Max and Kevin Both Max and Kevin demonstrate courage, but in different ways: 1. Kevin’s courage is shown through his emotional resilience and his refusal to let his physical disability define him. For example, he confidently speaks about his dream of being a superhero and his desire for bionic legs. 2. Max’s courage is shown in how he faces his fears of being like his father and standing up to bullies. When he is challenged by others, he grows and finds the strength to fight back. 3. Together, they show courage as a team. For example, when they face the danger of Iggy and Loretta’s apartment, they face it as a pair, relying on each other for physical and emotional support.  This courage illustrates the personal growth each character experiences and the strength they gain from their friendship. 7. How Max and Kevin’s Friendship Supports Them Max and Kevin’s friendship plays a crucial role in helping them overcome obstacles: 1. Emotionally, Kevin helps Max build confidence, especially when Max is feeling insecure about himself or his family. 2. Socially, Kevin encourages Max to engage with the world and others, teaching him to be more open and assertive. 3. Physically, when Max is carrying Kevin on his shoulders, Kevin gives him the strength to keep going, and Max gives Kevin the ability to see the world from a different perspective. Their bond reflects the themes of friendship and support, showing how each character relies on the other to navigate the challenges in their lives. 8. Lessons from Max and Kevin’s Journey Max and Kevin’s experiences teach valuable lessons: 1. The importance of friendship: Max and Kevin’s relationship shows that having someone you can depend on helps you face your fears and challenges. 2. Overcoming physical and emotional limitations: Kevin teaches Max to embrace his inner strength, while Max shows Kevin the value of accepting help. 3. Being true to yourself: Both characters learn to accept who they are—Max with his past and Kevin with his condition—and how they help each other find the best versions of themselves. These lessons can be applied to your own life by valuing true friendship, embracing your own abilities, and learning to work through personal challenges with the support of others. General Tips for Studying: Focus on Key Themes: Friendship, courage, overcoming obstacles, and personal growth are central to the story. Think about how these themes are explored through Max and Kevin’s relationship. Understand Character Development: Pay attention to how Max and Kevin change throughout the story. How does their friendship help them grow emotionally, socially, and physically? Use Specific Examples: Be ready to cite specific events from the book to support your answers. This will show your understanding of the characters and the themes of the story. By understanding these key ideas, you’ll be well-prepared for your test on Freak the Mighty. Good luck studying!