Post on 03-Feb-2022
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.
9781617347283_TX_EOC_English_SE.indb 2329781617347283_TX_EOC_English_SE.indb 232 8/27/2018 10:20:03 PM8/27/2018 10:20:03 PMProcess BlackProcess Black
233Mastery Education Copying is illegal. Chapter 6 • Editing
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
9781617347283_TX_EOC_English_SE.indb 2339781617347283_TX_EOC_English_SE.indb 233 8/27/2018 10:20:03 PM8/27/2018 10:20:03 PMProcess BlackProcess Black
234 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
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
9781617347283_TX_EOC_English_SE.indb 2349781617347283_TX_EOC_English_SE.indb 234 8/27/2018 10:20:04 PM8/27/2018 10:20:04 PMProcess BlackProcess Black
235Mastery Education Copying is illegal. Chapter 6 • Editing
Edit to Correct Problems with Active and Passive Tense and Verbals Lesson 28
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.”
2. Rewrite sentence 29 to fix the underlined problem.
(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.”
3. Rewrite sentence 31 to fix the underlined problem.
(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.
4. Rewrite sentence 35 to fix the underlined problem.
Additional Practice
9781617347283_TX_EOC_English_SE.indb 2359781617347283_TX_EOC_English_SE.indb 235 8/27/2018 10:20:04 PM8/27/2018 10:20:04 PMProcess BlackProcess Black
236 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
(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.
9781617347283_TX_EOC_English_SE.indb 2369781617347283_TX_EOC_English_SE.indb 236 8/27/2018 10:20:04 PM8/27/2018 10:20:04 PMProcess BlackProcess Black
237Mastery Education Copying is illegal. Chapter 6 • Editing
Edit to Correct Problems with Active and Passive Tense and Verbals Lesson 28
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
9781617347283_TX_EOC_English_SE.indb 2379781617347283_TX_EOC_English_SE.indb 237 8/27/2018 10:20:04 PM8/27/2018 10:20:04 PMProcess BlackProcess Black
238 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
(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.
9781617347283_TX_EOC_English_SE.indb 2389781617347283_TX_EOC_English_SE.indb 238 8/27/2018 10:20:05 PM8/27/2018 10:20:05 PMProcess BlackProcess Black
239Mastery Education Copying is illegal. Chapter 6 • Editing
Edit to Correct Problems with Active and Passive Tense and Verbals Lesson 28
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.
3 What change, if any, should be made in sentence 11?
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.
D No change should be made to sentence 18.
5 What change, if any, should be made in sentence 27?
A Change is to was
B Change seeking to to seek
C Change makes to made
D No change should be made to sentence 27.
6 What change, if any, should be made in sentence 28?
A Change to find to finding
B Change to achieve to achieve
C Change succeeding to to succeed
D No change should be made to sentence 28.
9781617347283_TX_EOC_English_SE.indb 2399781617347283_TX_EOC_English_SE.indb 239 8/27/2018 10:20:05 PM8/27/2018 10:20:05 PMProcess BlackProcess Black
240 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
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
9781617347283_TX_EOC_English_SE.indb 2409781617347283_TX_EOC_English_SE.indb 240 8/27/2018 10:20:05 PM8/27/2018 10:20:05 PMProcess BlackProcess Black
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)
Media Literacy Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
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)
Media Literacy Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
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
Texas Essential Knowledge and Skills Measuring Up Lessons
(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
(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 (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
Texas Essential Knowledge and Skills Measuring Up Lessons
(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
(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 (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
Texas Essential Knowledge and Skills Measuring Up Lessons
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.
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
(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
Texas Essential Knowledge and Skills Measuring Up Lessons
(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.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to
(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
116 English I • End-of-Course Copying is illegal. Measuring Up to the English I End-of-Course Exam
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
118 English I • End-of-Course Copying is illegal. Measuring Up to the English I End-of-Course Exam
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
120 English I • End-of-Course Copying is illegal. Measuring Up to the English I End-of-Course Exam
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