BE a Language Artist 7th Grade

Bimester 3 Unit 5

Name Date

Listening
ŠYou are going to listen to a story about a girl, who studies at a forest school, preparing an interactive presentation on
deforestation. You will only hear the story twice. Before listening, read the questions below. Listen to the story and
then circle the correct answers.
Part I

Creating an Interactive Presentation

Sophia was beginning to worry. Her project was due in a week. She was supposed to create an interactive
presentation for her classmates about organizations and people who were fighting deforestation in Africa or Asia.
“Deforestation is a big topic.” Sophia thought. “Where should I begin”? She’d emailed her big brother Antonio
earlier that day to see if he could help her. Antonio was studying environmental science at the university and
even though he was almost seven years older than her, he was always willing to help Sophia with anything she
asked him about. This time, though, she hadn’t heard anything from him yet. Antonio had studied at the same
middle school that Sophia had just started four months before. Sophia was still trying to adjust to the forest
school. She wasn’t quite used to studying on a farm in the middle of the forest yet.

Like Antonio, though, she loved science. She already loved her horticulture classes. She and her classmates
were growing a mixture of vegetables, fruits and flowers. They shoveled, hoed, dug and planted in the extensive
school gardens. She and her classmates were also nurturing trees that had been growing at the school for 20
years—trees that her brother had taken care of when he was a student. The main difficulty for Sophia was getting
adjusted to some of the farm animals. She was a little afraid of the goats. They seemed to eat everything they
saw and were a little aggressive. She hoped she would get over her fear of medium and large animals so that she
could enjoy working with the goats too.

Now, for her first project, she was supposed to find out about organizations that fought deforestation in Asia
or Africa. She wished that Antonio would hurry up and email her. Maybe he was in class, out with friends,
or working on a project of his own. She thought and thought. Hadn’t Antonio told her once about an anti-
deforestation campaign in East Africa, in Kenya? (He’d been researching for his project in high school.)
The Green Belt Movement—that was the name. The leader had even won a Nobel Peace Prize for her
environmentalism. Sophia went to her computer. With that information, surely she could find out more
information for her project. Maybe she’d be able to finish her project and do a good job after all.
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 1 What does Sophia have to research for her project?

2 Where is Sophia’s middle school located?

a. in a city
b. on an island
c. in a forest
d. in a factory
Part I

3 Sophia enjoys
a. history
b. science
c. construction
d. architecture

4 Sophia is afraid of
a. spiders
b. insects
c. cats
d. goats

5 Sophia decides to find more information about

a. The Green Belt Movement
b. The Racetrack
c. Recycling
d. Acid Rain

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 Multiple Choice
ŠThe following questions are based on the short stories in your unit. Choose the correct answer A,
B, C or D according to the texts.

6 Why does Mrs. Wang refer to the river as “old 12 Where is T.J. from?
demon”? a. Minnesota
a. The river reminds her of an ancient Chinese spirit b. Uganda
b. She thinks of the river as her friend c. Mississippi

Part II
c. She hates the river d. Alabama
d. The river has caused her village a lot of trouble
13 In “Antaeus,” the children have a secret hideout
7 Mrs. Wang’s husband died a. behind the school
a. in a bombing b. on a roof
b. in a flood c. in a field
c. in a battle d. in a chapel
d. in a field
14 In his previous home, T.J.
8 During the bombing, Mrs. Wang a. grew cotton
a. runs away from her village b. grew cacti
b. stays inside her house c. raised deer
c. stays in the village and watches the bombing d. had a car
d. is hit by a bomb
15 The boys want to plant grass so that they can
9 At first, Mrs. Wang believes that the wounded a. play football and baseball
soldier is b. have a lawn and sunbathe
a. a Chinese southerner c. make baskets and rugs
b. Japanese d. grill hamburgers and hotdogs
c. Korean
d. Indonesian 16 In “Antaeus,” the adults who find the garden
a. compliment the boys on their beautiful grass
10 Mrs. Wang prevents a Chinese soldier from b. ask the boys to plant watermelons
a. looting the town store c. decide to grow vegetables
b. hurting Little Pig d. promise to destroy the garden
c. eating a piece of chicken
d. stabbing the wounded Japanese soldier 17 After the boys destroy the garden, what does T.J.
do?
11 At the end of the story, how does Mrs. Wang a. He takes a train to Maryland
decide to use the river to help her and her village? b. He drives to the beach
a. She swims in the river c. He tries to walk home to Alabama
b. She closes the floodgates d. He tries to ride a bike to Chicago
c. She opens the river’s gates to drown Japanese
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soldiers
d. She watches the river

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 Reading Comprehension
ŠAnswer the following questions with complete sentences. Use proper grammar and spelling.

18 Why does Mrs. Wang believe that the river is both good and evil?
Part III

19 At the end of the story, how does Mrs. Wang justify opening the floodgates to drown the soldiers? Discuss at
least one of her justifications.

20 How would you describe T.J.’s personality? Discuss at least 3 of his characteristics.

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21 Why do you think the other boys get excited about T.J.’s plan to create a garden?

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 Vocabulary
ŠMatch each vocabulary word with its definition or synonym.

22 toilsome a) admiration, wonder, reverence

23 coaxingly b) bundle, package

Part IV
24 lingered c) astute, sharp, clever

25 acutely d) without emotion, indifferent, insensitive

26 looted e) disrespect a sacred place or object

27 ploughed f) grow very well, prosper

28 tugged g) take care of

29 stolid h) difficult, tiring

30 panting i) persuasively, charmingly

31 flourishing j) a wall to prevent flooding

32 awe k) rob from someone

33 shrewd l) dig up soil or land

34 desecrated m) intensely

35 dike n) wait, remain, stay behind, hang around

36 bale o) pull, yank

37 nurtured p) breathe quickly and heavily

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 Essay
ŠAnswer the following essay question. Make sure you reflect on the stories as well as your
personal project journals to support your essay. The essay rubric will be used to grade your
essay. Carefully look over it before starting your essay.

38 Describe the relationship between humans and nature in “Antaeus” and “The Old Demon.”
Compare and contrast the human relationship to nature in “Antaeus” with the human
relationship to nature in “The Old Demon.”
Part V

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 Category 4 - Above Standards 3 - Meets Standards 2 - Approaching 1 - Below Standards
Standards

The position The position A position statement There is no position

statement provides statement provides a is present, but does statement.
a clear, strong clear statement of the not make the author's
Position Statement statement of the author's position on position clear.
author's position on the topic.
the topic.

All of the examples Most of the examples At least one of Examples are NOT
are specific, relevant are specific, relevant the examples is relevant AND/OR are
and explanations and explanations relevant and has not explained.
Evidence and
are given that show are given that show an explanation that
Examples
how each piece of how each piece of shows how that piece
evidence supports the evidence supports the of evidence supports
author's position. author's position. the author's position.

A variety of thoughtful Transitions show how Some transitions The transitions

transitions are used. ideas are connected, work well, but some between ideas
They clearly show how but there is little connections between are unclear OR
Transitions ideas are connected. variety. ideas are fuzzy. nonexistent.

No errors in grammar 1-2 errors in grammar 3-4 errors in grammar More than 4 errors
or spelling that or spelling that or spelling that in grammar or
distract the reader distract the reader distract the reader spelling that distract
Grammar & Spelling from the content. from the content. from the content. the reader from the
content.

No errors in 1-2 errors in 3-4 errors in More than 4 errors

capitalization or capitalization or capitalization and/ in capitalization and/
punctuation, so the punctuation, but the or punctuation that or punctuation that
Capitalization &
essay is exceptionally essay is still easy to catch the reader's catch the reader's
Punctuation
easy to read. read. attention and interrupt attention and interrupt
the flow. the flow.
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