The Devil’s Arithmetic

The Devil’s Arithmetic
Assessment Analysis The Devil’s Arithmetic Learn from your analysis. Your next test is right around the corner!

Assignment Grading This analysis is worth 20 points. Use the clues to determine the correct answers. Mark the bubbles you answered incorrectly. At the end, record your predicted score out of 50 questions. For each number your predicted score is off, you lose ½ point. Example: Gilbert predicts he got a 47/50 on the test. He actually got a 42/50 on the test. His prediction is 5 points off; he loses 2.5 points out of 20 = 87% Read carefully. Good luck!

1) The Devil’s Arithmetic is an example of historical fiction
1) The Devil’s Arithmetic is an example of historical fiction. Which is not an element of historical fiction? a. historically believable setting and characters b. dialogue that reflects a particular time in history c. dialogue that is altered for a modern audience d. some make-believe elements Explanation: There are many genres of literature. Historical fiction is one example. Think about what the words mean: What is FICTION? How would an author create HISTORICAL writing? Historical Fiction Historically believable characters Historically believable dialogue Historical believable setting Mix of fiction and historical facts

Is historical fiction a story title?
2) Historical fiction is an example of a. a story title. b. a nonfiction story. c. a documentary. d. a genre. Is historical fiction a story title? Is historical fiction an example of nonfiction? Documentaries are factual, informative, and intended to be nonfiction accounts of events or people. A genre is a category of literature or artistic work. Can you pronounce the word genre?

3) Which statement is true. a
3) Which statement is true? a. The Outsiders is science fiction, and The Devil’s Arithmetic is historical fiction. b. The Outsiders is realistic fiction, and The Devil’s Arithmetic is historical fiction. c. The Outsiders is nonfiction, and The Devil’s Arithmetic is historical fiction. d. The Outsiders is nonfiction, and The Devil’s Arithmetic is fiction. Believable setting Historically accurate characters Believable characters Historically accurate setting Characters and story are not real Historically accurate dialogue Factual elements from history Some characters and story events are not real.

A thief steals. Is Hannah a thief?
4) Which of the following describes Hannah? a. thief b. dynamic character c. narrator d. all of the above A thief steals. Is Hannah a thief? A dynamic character undergoes a major change in personality or attitude. A narrator is the person telling the story to an audience. Chapter 19 Hannah “I remember. Oh, I remember.” Chapter 1 Hannah “I’m tired of remembering”

An organizer is a person or thing that arranges things.
5) Which best describes Rivka? a. organizer b. revolts against Nazis c. doesn’t know many people d. dynamic character An organizer is a person or thing that arranges things. A person who revolts is rebelling. What would happen to someone who rebels against the Nazis? How does Rivka remember people in the camp? (“You must learn to read the numbers as you would a name. There are good and bad numbers.” -Rivka) A dynamic character undergoes a major change in personality or attitude “See my number? It is lower than yours. Someone with a number like mine has been here a long time. We are survivors. We can tell you things. Read the numbers. My lower number tells you I can organize things.” -Rivka

How does the author characterize Shmuel?
6) Which word best describes Shmuel? a. cruel b. dishonest c. gentle d. demanding Cruel and demanding are two negative words. Is Shmuel dishonest? Is Shmuel gentle with his sick niece? Is he gentle with Fayge? How does the author characterize Shmuel?

A flirtatious person is expressive or playful
7) Which word best describes Gitl? a. conservative b. lenient c. flirtatious d. abusive A conservative person is more traditional and strict with views and mannerisms. This person may be less welcoming of change. A lenient person is more relaxed and forgiving. This person may be more tolerant about differences. A flirtatious person is expressive or playful An abusive person is one who mistreats others. This is a negative term. How does the author characterize Gitl?

Every person has a story.
8) How is this unit’s theme similar to last unit’s theme? a. Both result in negative repercussions. b. Understanding both themes can create harmonious relationships. c. Neither help avoid superficial judgments of others. d. Both have an ominous message. A repercussion = effect or result. harmonious = pleasing or agreeable. superficial = on the surface or insignificant. ominous = foreshadowing evil. Unit One Theme Familiarity alters perceptions. Becoming familiar with someone changes the way you see someone. Unit Two Theme Every person has a story. Learn a person’s story before you make judgments.

9) The Devil’s Arithmetic’s author, Jane Yolen, makes the following statement in the epilogue to the novel: “The unnamed camp I have written about did not exist. Rather, it is an amalgam of the camps that did” (Yolen 168). Based on the context and prior information, we can assume, amalgam means a(n) a. negative example. b. blending of parts. c. completely false. d none of the above. -The author wanted to create a historically accurate concentration camp setting. -She stated in the first sentence that the camp from the novel did not exist. -How could she have used historical accounts to her advantage while creating her story? Buchenwald Mauthausen Dachau Auschwicz Warsaw Bergen-Belsen Westerbork

Nazis versus Jews Hannah versus her mother
10) Which of the following is NOT a conflict from the unit? (READ THEM ALL!) a. An external conflict between Jews who want to live their lives peacefully and the Nazi soldiers who are determined to carry out Adolf Hitler’s plans for Europe. b. An external conflict between Hannah and her mother at the beginning of the book. Hannah wants to stay at her friend’s house and eat Easter candy, but her mother insists that she join the rest of the family at the Passover Seder celebration. c. An external conflict between Shmuel and his sister, Gitl. Shmuel insists that Gitl marry Yitzchak the butcher, but Gitl refuses Shmuel’s demands. d. An internal conflict between Hannah and herself. She is trying to recall memories of her life in New York. however, in her new world, she begins to lost her memory of that life. Nazis versus Jews Hannah versus her mother Nazis want to destroy Jews. Jews want to live peacefully Mrs. Stern wants Hannah to respect the family’s history. Hannah is uninterested. Shmuel versus Gitl Hannah versus herself Shmuel insists Gitl marry Yitzchak. Gitl refuses Shmuel’s demands On one side Hannah knows who she is. However, she sometimes feels like Chaya.

Who’s telling the story?
11) The narrator of this story a. is Hannah. b. is not a character in the story. c. is Gitl. d. is Chaya. “She must have made a noise, some small whimpering, because both Gitl and Shmuel stopped laughing and looked at her with concern.” Who’s telling the story? If Hannah or Chaya was the narrator: I must have made a noise, some small whimpering because both Gitl and Shmuel stopped laughing and looked at me with concern. If Gitl was the narrator: Hannah must have made a noise, some small whimpering, because both Shmuel and I stopped laughing and looked at her with concern.

STOP! READING SELECTION
The next several questions refer to this reading. Read this now before proceeding. The commandant looked down at the boy. “Have you hurt yourself, my child?” he asked, his voice deadly soft. Hannah moved forward a half-step and Rivka jerked her back. “Let me see,” Breuer said. He took out a white handkerchief out of his pocket and touched it to Reuven’s bloody knee thoughtfully. “And where is your mother?” When Reuven didn’t answer, Hannah stepped forward. “Please, sir, his mother is dead.” Rivka gasped. Hannah heard her and added hastily, “She died years ago, when he was born.” The commandant stood up and stared at her, his eyes gray and unreasonable. “Are you his sister?” She shook her head dumbly, afraid to say more. “That is good. For you.” Breuer bent down and wrapped the handkerchief around the boy’s knee, knotting it gently with firm, practiced hands. Then he picked Reuven up. “A boy your age should be with his mother,” he said, smiling. “So I shall be sure you go to her.” He handed Reuven to his driver, who was waiting by the door.

The commandant looked down at the boy
The commandant looked down at the boy. “Have you hurt yourself, my child?” he asked, his voice deadly soft. (#12) Hannah moved forward a half-step and Rivka jerked her back. “Let me see,” Breuer said. He took out a white handkerchief out of his pocket and touched it to Reuven’s bloody knee thoughtfully. “And where is your mother?” When Reuven didn’t answer, Hannah stepped forward. “Please, sir, his mother is dead.” Rivka gasped. Hannah heard her and added hastily, “She died years ago, when he was born.” The commandant stood up and stared at her, his eyes gray and unreasonable. “Are you his sister?” She shook her head dumbly, afraid to say more. “That is good. For you.” Breuer bent down and wrapped the handkerchief around the boy’s knee, knotting it gently with firm, practiced hands. Then he picked Reuven up. “A boy your age should be with his mother,” he said, smiling. “So I shall be sure you go to her.” He handed Reuven to his driver, who was waiting by the door ) The commandant’s voice is described as “deadly soft.” The author probably chooses this ominous description to a. show the commandant is soft-hearted. b. foreshadow a negative event. c. portray the commandant as a busy man. d. all of the above. Inference clues What do you know about the commandant? What does the commandant do when he comes to the camp? How could we describe Rivka’s and Hannah’s emotions in this moment? Is the commandant a soft-hearted person? Does a soft voice imply someone is a busy person? What ultimately happens to Reuven?

The commandant looked down at the boy. “Have you hurt yourself, my child?” he asked, his voice deadly soft. (#12) Hannah moved forward a half-step and Rivka jerked her back. “Let me see,” Breuer said. He took out a white handkerchief out of his pocket and touched it to Reuven’s bloody knee thoughtfully. “And where is your mother?” When Reuven didn’t answer, Hannah stepped forward. “Please, sir, his mother is dead.” Rivka gasped. Hannah heard her and added hastily, “She died years ago, when he was born.” The commandant stood up and stared at her, his eyes gray and unreasonable. “Are you his sister?” She shook her head dumbly, (#14) afraid to say more. “That is good. For you.” Breuer bent down and wrapped the handkerchief around the boy’s knee, knotting it gently with firm, practiced (#15) hands. Then he picked Reuven up. “A boy your age should be with his mother,” he said, smiling. “So I shall be sure you go to her.” He handed Reuven to his driver, who was waiting by the door ) By stepping forward to address the commandant, Hannah is a. showing her bravery speaking for Reuven. b. showing that she is not afraid. c. willingly giving up her life. d. doing what Rivka told her to do. In this context, was it brave for Hannah to speak up and explain Reuven’s situation? In this context, is it safe to say Hannah is not afraid of Commandant Breuer? Is Hannah willingly giving up her life here? Are there clues in this reading showing Rivka wants Hannah to speak up?

Has the author characterized Hannah as unintelligent in this novel?
The commandant looked down at the boy. “Have you hurt yourself, my child?” he asked, his voice deadly soft. Hannah moved forward a half-step and Rivka jerked her back. “Let me see,” Breuer said. He took out a white handkerchief out of his pocket and touched it to Reuven’s bloody knee thoughtfully. “And where is your mother?” When Reuven didn’t answer, Hannah stepped forward. “Please, sir, his mother is dead.” Rivka gasped. Hannah heard her and added hastily, “She died years ago, when he was born.” The commandant stood up and stared at her, his eyes gray and unreasonable. “Are you his sister?” She shook her head dumbly, (#14) afraid to say more. “That is good. For you.” Breuer bent down and wrapped the handkerchief around the boy’s knee, knotting it gently with firm, practiced hands. Then he picked Reuven up. “A boy your age should be with his mother,” he said, smiling. “So I shall be sure you go to her.” He handed Reuven to his driver, who was waiting by the door ) Based on the context, dumbly probably means a. with a lack of intelligence. b. temporarily unable or unwilling to speak. c. confident. d. planning her next move. Has the author characterized Hannah as unintelligent in this novel? Could Hannah have been so nervous in this moment that she was unable or unwilling to speak this this intimidating man? What does the text tell us immediately after the word is used? Is is possible that Hannah feels confident about her fate when speaking up to a Nazi commandant known for making selections to the gas chambers? Is Hannah calm enough to be planning her next move?

The narrator says he, “knotted it gently.”
The commandant looked down at the boy. “Have you hurt yourself, my child?” he asked, his voice deadly soft. Hannah moved forward a half-step and Rivka jerked her back. “Let me see,” Breuer said. He took out a white handkerchief out of his pocket and touched it to Reuven’s bloody knee thoughtfully. “And where is your mother?” When Reuven didn’t answer, Hannah stepped forward. “Please, sir, his mother is dead.” Rivka gasped. Hannah heard her and added hastily, “She died years ago, when he was born.” The commandant stood up and stared at her, his eyes gray and unreasonable. “Are you his sister?” She shook her head dumbly, afraid to say more. “That is good. For you.” Breuer bent down and wrapped the handkerchief around the boy’s knee, knotting it gently with firm, practiced (#15) hands. Then he picked Reuven up. “A boy your age should be with his mother,” he said, smiling. “So I shall be sure you go to her.” He handed Reuven to his driver, who was waiting by the door ) Based on the context, practiced probably means a. the commandant is intentionally wrapping the handkerchief too tight. b. nervous. c. with evil. d. confident and sure. Inference clues The narrator says he, “knotted it gently.” Nervous hands would not be “firm.” Does practice make someone confident and sure, or does it make someone evil?

The commandant looked down at the boy. “Have you hurt yourself, my child?” he asked, his voice deadly soft. Hannah moved forward a half-step and Rivka jerked her back. “Let me see,” Breuer said. He took out a white handkerchief out of his pocket and touched it to Reuven’s bloody knee thoughtfully. “And where is your mother?” When Reuven didn’t answer, Hannah stepped forward. “Please, sir, his mother is dead.” Rivka gasped. Hannah heard her and added hastily, “She died years ago, when he was born.” The commandant stood up and stared at her, his eyes gray and unreasonable. “Are you his sister?” She shook her head dumbly, afraid to say more. “That is good. For you.” Breuer bent down and wrapped the handkerchief around the boy’s knee, knotting it gently with firm, practiced hands. Then he picked Reuven up. “A boy your age should be with his mother,” he said, smiling. “So I shall be sure you go to her.” He handed Reuven to his driver, who was waiting by the door ) At the end of the selection, we can infer a. Hannah will die. b. Yitzchak will escape. c. Reuven will die. d. The commandant is a doctor. Inference Clues Commandant Breuer is responsible for the deaths of many people. The author describes Breuer’s voice as deadly soft and his eyes gray and unreasonable. After being told Reuven’s mother is dead, Breuer tells Reuven a boy his age should be with his mother. He hands Reuven to his driver instead of letting him join the others.

The next several questions refer to this reading. Read this now before proceeding. Later that afternoon, the cauldrons all set for cooking, Hannah walked with Rivka and Shifre to the water pump. Esther was there already, filling a bucket in slow motion for the women in the sewing shop. She had lost a lot of weight, and the dress hung in loose folds on her frail body. Her eyes were dead. Suddenly, with great clarity, she saw another scene superimposed upon it: two laughing girls at a water fountain dressed in bright blue pants and cotton sweaters. They were splashing water on each other. A bell rang to call them to class. Hannah blinked, but the image held. Drawing a deep breath, she forced herself to bring the camp back into focus; it was like turning a camera lens. One way she could see the water fountain, the other way the pump. Her heart was thudding under the thin gray dress. She was afraid to move. And then suddenly she made up her mind.

Later that afternoon, the cauldrons all set for cooking, Hannah walked with Rivka and Shifre to the water pump. Esther was there already, filling a bucket in slow motion for the women in the sewing shop. She had lost a lot of weight, and the dress hung in loose folds on her frail (#17) body. Her eyes were dead. Suddenly, with great clarity, she saw another scene superimposed upon it: two laughing girls at a water fountain dressed in bright blue pants and cotton sweaters. They were splashing water on each other. A bell rang to call them to class. Hannah blinked, but the image held. Drawing a deep breath, she forced herself to bring the camp back into focus; it was like turning a camera lens. One way she could see the water fountain, the other way the pump. Her heart was thudding under the thin gray dress. She was afraid to move. And then suddenly she made up her mind. 17) Based on the context, frail probably means a. dirty/ diseased. b. full of pain/ smarting. c. young/ growing. d. weak/thin. Inference Clues The narrator says Esther was “filling a bucket in slow motion.” She had lost a lot of weight. Her dress hung in loose folds.

Later that afternoon, the cauldrons all set for cooking, Hannah walked with Rivka and Shifre to the water pump. Esther was there already, filling a bucket in slow motion for the women in the sewing shop. She had lost a lot of weight, and the dress hung in loose folds on her frail body. Her eyes were dead. (#18) Suddenly, with great clarity, she saw another scene superimposed upon it: two laughing girls at a water fountain dressed in bright blue pants and cotton sweaters. They were splashing water on each other. A bell rang to call them to class. Hannah blinked, but the image held. Drawing a deep breath, she forced herself to bring the camp back into focus; it was like turning a camera lens. One way she could see the water fountain, the other way the pump. Her heart was thudding under the thin gray dress. She was afraid to move. And then suddenly she made up her mind. 18) This underlined portion is an example of a. a simile. b. a metaphor. c. hyperbole. d. none of the above. A simile compares two unlike things with comparison words such as like, as, and than. A metaphor directly compares two unlike things. Unlike similes, metaphors do not use comparison words. Hyperbole is exaggeration aimed at generating emotion.

Inference Clue Word Form
Later that afternoon, the cauldrons all set for cooking, Hannah walked with Rivka and Shifre to the water pump. Esther was there already, filling a bucket in slow motion for the women in the sewing shop. She had lost a lot of weight, and the dress hung in loose folds on her frail body. Her eyes were dead. Suddenly, with great clarity, (#19) she saw another scene superimposed upon it: two laughing girls at a water fountain dressed in bright blue pants and cotton sweaters. They were splashing water on each other. A bell rang to call them to class. Hannah blinked, but the image held. Drawing a deep breath, she forced herself to bring the camp back into focus; it was like turning a camera lens. One way she could see the water fountain, the other way the pump. Her heart was thudding under the thin gray dress. She was afraid to move. And then suddenly she made up her mind. 19) Based on the context, clarity probably means a. with anxiety. b. with clearness. c. with joy. d. with determination. Inference Clue Hannah remembers the number of girls, the pants and sweaters they were wearing, splashing water, and a bell ringing. Which answer choice would reflect such a detailed memory? Word Form Which of the answer choices sounds like clarity?

Inference Clue from Chapter 7
Later that afternoon, the cauldrons all set for cooking, Hannah walked with Rivka and Shifre to the water pump. Esther was there already, filling a bucket in slow motion for the women in the sewing shop. She had lost a lot of weight, and the dress hung in loose folds on her frail body. Her eyes were dead. Suddenly, with great clarity, she saw another scene superimposed upon it: two laughing girls at a water fountain dressed in bright blue pants and cotton sweaters. They were splashing water on each other. A bell rang to call them to class. Hannah blinked, but the image held. Drawing a deep breath, she forced herself to bring the camp back into focus; it was like turning a camera lens. One way she could see the water fountain, the other way the pump. Her heart was thudding under the thin gray dress. She was afraid to move. And then suddenly she made up her mind. 20) In the second paragraph Hannah is a. thinking of a dream she once had. b. vaguely remembering an experience from her past. c. reflecting on her life as Chaya. d. becoming a musselman. Inference Clue from Chapter 7 “In New Rochelle, except for Rosemary and two other friends, who had all been together since the first grade, she was not popular. There was even one clique of girls – Rosemary called them `the Snubs’– who never spoke to her…She remembered vividly standing with Rosemary at the school’s water fountain, giggling and splashing each other. The Snubs came over and called them babies just when Jordan Mandel went by” (Yolen 51).

Later that afternoon, the cauldrons all set for cooking, Hannah walked with Rivka and Shifre to the water pump. Esther was there already, filling a bucket in slow motion for the women in the sewing shop. She had lost a lot of weight, and the dress hung in loose folds on her frail body. Her eyes were dead. Suddenly, with great clarity, she saw another scene superimposed upon it: two laughing girls at a water fountain dressed in bright blue pants and cotton sweaters. They were splashing water on each other. A bell rang to call them to class. Hannah blinked, but the image held. Drawing a deep breath, she forced herself to bring the camp back into focus; it was like turning a camera lens. (#21) One way she could see the water fountain, the other way the pump. Her heart was thudding under the thin gray dress. She was afraid to move. And then suddenly she made up her mind. 21) This underlined portion is an example of a. a simile. b. a metaphor. c. personification. d. a conflict. she forced herself to bring the camp back into focus; it was like turning a camera lens

The next several questions refer to this reading. Read this now before proceeding. “Fayge,” Gitl said, “This is my niece, Chaya.” Hannah wondered how, with all the noise and the excitement, Fayge even heard Gitl’s introduction. But she looked down from the wagon, those eagle eyes staring. Then she smiled, not at all fiercely, but even shyly. “The Lubliner. Come, you must be exhausted, walking all this way after having been so sick. Shmuel would never forgive me if I did not let you ride. And what a pretty dress. You put us all to shame.” She leaned down and offered her hand. “I will not say I told you so,” Gitl whispered into Hannah’s ear, “but I did.” As if in a dream, Hannah reached up for Fayge’s hand. She expected a princess’s hand, small, fine-boned, soft. But Fayge’s hand was large and strong, with calluses in the palm. When she was up by Fayge’s side, she could smell a scent on her hair and dress, like roses and wood shavings after a long rain. “Now,” Fayge said, turning toward her and smiling broadly. “Tell me all about Lublin.” The bride’s wagon was turned around at last, and the procession started up again. This time the klezmer was behind, far back at the end of the line of villagers. Hannah’s new friends danced by the wagon’s side, hands joined singing: Who asked you to get married? Who asked you to be buried alive? You know that no one forced you, You took this madness on yourself. “I always hated the ‘Sherele,’” Fayge said. “Such a gloomy song for so glorious an event.” “What’s the ‘Sherele’?” Hannah asked. “The wedding dance your friends are doing. You do not play such games in Lublin? Perhaps you are smarter than we.” Hannah looked down at the girls. Some younger girls had joined them, and the line was twisting and turning to the rhythm of the song. “New Rochelle,” she murmured, though this time it was more a prayer than a statement.

CONTINUTED FROM PREVIOUS PAGE
Fayge didn’t seem to hear. “Oh, Chaya, never mind the ‘Sherele.’ We will sing and dance other things all night long. The grandmothers will dance the ‘Bobbe Tants’—well, Shmuel’s grandmother is gone, may she rest in peace. But Gitl can dance with my grandmother. You should see my grandmother, so light and quick. And you, too, Chaya, you will dance. Oh, only if you are feeling well enough. We will have great fun. You will see.” She patted Hannah’s hand. The wagon bumped along the road, swaying from side to side. Hannah wished she could get down and looked longingly at the ground. “What is it, Chayaleh?” Fayge asked. “Is it much longer?” “Around one more big bend and we will be there. At my village. At Viosk. Would you believe it? My village for but a few more hours and then my village no more. And would you guess that as excited as I am about marrying my beloved Shmuel, a part of me is also afraid?” Hannah laughed out loud. “Shmuel said the same thing this morning.” “Did he? Did he? “ Fayge’s eyes lit up and suddenly she looked very young, not that much older than Hannah. “Tell me exactly what he said.” Hannah closed her eyes, trying to remember. “He said…he said…” “Yes?” “He said he wasn’t afraid of being married, only of getting married.” Reb Boruch cleared his throat loudly. “Oh, Chaya,” Fayge said, ignoring her father, “thank you for telling me that.” She gave Hannah a hug. “We are going to be such good friends, you and I. Best friends. Life will be good to us forever and ever. I know.”

Subject Object Possessive
“Fayge,” Gitl said, “This is my niece, Chaya.” 22) a. subject b. object c. possessive d. none Subject do the action. Objects receive the action Possessives show ownership or relationship Subject Object Possessive First Person I me my, mine Second Person you you your, yours Third Person he, she, it him, her, it his, her, hers, its First Person we us our, ours Second Person you you your, yours Third Person they them their, theirs

A clause is a group of words with a subject and a predicate.
Then she smiled, not at all fiercely, but even shyly. 23) a. simple b. compound c. complex d. compound complex A clause is a group of words with a subject and a predicate. An independent clause contains a complete thought and can be a sentence by itself. A dependent clause is not complete sentences and DEPENDS other words for completion. A simple sentence contains one independent clause. A compound sentence contains two independent clauses. A complex sentence contains an independent clause AND a dependent clause. A compound-complex sentence contains TWO independent clauses and one dependent clause. No S and P means these are not new clauses! S P Then she smiled, not at all fiercely, but even shyly. Clause #1 – Independent or dependent?

Shmuel would never forgive me if I did not let you ride. 24) a. simple b. compound c. complex d. compound complex A clause is a group of words with a subject and a predicate. An independent clause contains a complete thought and can be a sentence by itself. A dependent clause is not complete sentences and DEPENDS other words for completion. A simple sentence contains one independent clause. A compound sentence contains two independent clauses. A complex sentence contains an independent clause AND a dependent clause. A compound-complex sentence contains TWO independent clauses and one dependent clause. S P P S P P Shmuel would never forgive me if I did not let you ride. Clause #1 – Independent or dependent? Clause #2 – Independent or dependent?

She expected a princess’s hand, small, fine-boned, soft. 25) a. simple b. compound c. complex d. compound complex A clause is a group of words with a subject and a predicate. An independent clause contains a complete thought and can be a sentence by itself. A dependent clause is not complete sentences and DEPENDS other words for completion. A simple sentence contains one independent clause. A compound sentence contains two independent clauses. A complex sentence contains an independent clause AND a dependent clause. A compound-complex sentence contains TWO independent clauses and one dependent clause. No S and P means there are no new clauses here. S P She expected a princess’s hand, small, fine-boned, soft. Clause #1 – Independent or dependent?

The bride’s wagon was turned around at last, and the procession started up again. 26) a. simple b. compound c. complex d. compound complex A clause is a group of words with a subject and a predicate. An independent clause contains a complete thought and can be a sentence by itself. A dependent clause is not complete sentences and DEPENDS other words for completion. A simple sentence contains one independent clause. A compound sentence contains two independent clauses. A complex sentence contains an independent clause AND a dependent clause. A compound-complex sentence contains TWO independent clauses and one dependent clause. S P P S P The bride’s wagon was turned around at last ,and the procession started up again. Clause #1 – Independent or dependent? Clause #2 – Independent or dependent?

You know that no one forced you. 27) a. subject b. object c. possessive d. none Subject do the action. Objects receive the action Possessives show ownership or relationship Subject Object Possessive First Person I me my, mine Second Person you you your, yours Third Person he, she, it him, her, it his, her, hers, its First Person we us our, ours Second Person you you your, yours Third Person they them their, theirs Is the word “YOU” in this sentence DOING the action or RECIEVEING the action?

“The wedding dance your friends are doing. You do not play such games in Lublin? Perhaps you are smarter than we.” 28) a. subject b. object c. possessive d. none Subject do the action. Objects receive the action Possessives show ownership or relationship Subject Object Possessive First Person I me my, mine Second Person you you your, yours Third Person he, she, it him, her, it his, her, hers, its First Person we us our, ours Second Person you you your, yours Third Person they them their, theirs

You do not play such games in Lublin? 29) a. simple b. compound c. complex d. compound complex A clause is a group of words with a subject and a predicate. An independent clause contains a complete thought and can be a sentence by itself. A dependent clause is not complete sentences and DEPENDS other words for completion. A simple sentence contains one independent clause. A compound sentence contains two independent clauses. A complex sentence contains an independent clause AND a dependent clause. A compound-complex sentence contains TWO independent clauses and one dependent clause. S P P You do not play such games in Lublin? Independent or dependent?

Fayge didn’t seem to hear. “Oh, Chaya, never mind the ‘Sherele
Fayge didn’t seem to hear. “Oh, Chaya, never mind the ‘Sherele.’ We will sing and dance other things all night long. (30) The grandmothers will dance the ‘Bobbe Tants’—well, Shmuel’s grandmother is gone, may she rest in peace. But Gitl can dance with my grandmother. You should see my grandmother, so light and quick. 30) Characterization of Fayge is shown in this line by a. showing she knows the names of dances. b. showing she has met Shmuel’s grandmother. c. showing she speaks of family members with respect. d. showing she likes to dance. Characterization is the way an author shows what a character is like. Authors can tell the reader what a character is like. (direct) let the readers judge the character’s ACTIONS. (indirect) let the readers judge the character’s WORDS. (indirect) let another character TELL what a character is like. (indirect) What is the author trying to show us with Fayge’s words?

Characterization is the way an author shows what a character is like.
You should see my grandmother, so light and quick. (31) And you, too, Chaya, you will dance. Oh, only if you are feeling well enough. We will have great fun. You will see.” She patted Hannah’s hand. 31) This excerpt indicates Fayge views Chaya with a. interest and curiosity. b. mistrust and confusion. c. timidity and insecurity. d. fondness and concern. Characterization is the way an author shows what a character is like. Authors can TELL the reader what a character is like. (direct) Let the readers judge the character’s ACTIONS. (indirect) Let the readers judge the character’s WORDS. (indirect) Let another character TELL what a character is like. What is the author trying to show us with Fayge’s words?

The wagon bumped along the road, swaying from side to side
The wagon bumped along the road, swaying from side to side. Hannah wished she could get down and looked longingly at the ground. 32) Which selection indicates third person point-of-view? a. swaying from side to side b. Hannah wished she could get down c. looked d. longingly at the ground. The Outsiders is written from a first person point-of-view. The Devil’s Arithmetic is written from a third persons point-of-view. Can you see the difference? The Outsiders I was wishing I looked like Paul Newman--he looks tough and I don't--but I guess my own looks aren't so bad. I have light-brown, almost-red hair and greenish-gray eyes. I wish they were more gray, because I hate most guys that have green eyes, but I have to be content with what I have. My hair is longer than a lot of boys wear theirs, squared off in back and long at the front and sides, but I am a greaser and most of my neighborhood rarely bothers to get a haircut. Besides, I look better with long hair. I had a long walk home and no company, but I usually lone it anyway, for no reason except that I like to watch movies undisturbed so I can get into them and live them with the actors. When I see a movie with someone it's kind of uncomfortable... I'm different that way. The Devil’s Arithmetic Hannah watched silently, trying to take it all in. How could she be both Hannah and Chaya whose parents had died of a mysterious disease? She knew she was Hannah. She knew because she remembered. She remembered her mother and her father and her brother Aaron with his big blue eyes and great smile. She remembered her house with the junglegym in the back yard and the seventeen stuffed dogs on her bed. She remembered her best friend Rosemary, who’d had braces the year before she did and had showed her how to eat jelly beans with them on, even though you weren’t supposed to. She remembered her school in New Rochelle. As she remembered, she forgot to be a good sport and her eyes began to fill with tears.

Inference Clues Fayge says she is “excited” to be marrying Shmuel.
“Around one more big bend and we will be there. At my village. At Viosk. Would you believe it? My village for but a few more hours and then my village no more. (33) And would you guess that as excited as I am about marrying my beloved Shmuel, a part of me is also afraid?” 33) In this excerpt, Fayge is a. sharing personal feelings with Hannah. b. having second thoughts about marriage. c. excited to finally leave her village. d. appalled with Hannah. Inference Clues Fayge says she is “excited” to be marrying Shmuel. Fayge says nothing negative about her village. Fayge shows no negative feelings toward Hannah. *Appalled means shocked or horrified.

“Did he? Did he? “ Fayge’s eyes lit up and suddenly she looked very young, not that much older than Hannah. “Tell me exactly what he said.” Hannah closed her eyes, trying to remember. (34) “He said…he said…” “Yes?” “He said he wasn’t afraid of being married, only of getting married.” 34) Ellipses are used here to indicate a. Hannah is interrupting Fayge. b. Reb Boruch is giving Hannah dirty looks. c. Hannah is trying to recall a memory. d. Hannah has the hiccups. Inference Clues If Hannah were interrupting Fayge, the ellipses would be placed after Fayge’s words. Hannah is thinking of a conversation she had with Shmuel her first night in the shetl. Hannah is able to correctly share Shmuel’s comments with Fayge.

Hannah closed her eyes, trying to remember. “He said…he said…” “Yes?” (35) “He said he wasn’t afraid of being married, only of getting married.” 35) Italics are used here to a. contrast two ideas. b. persuade Fayge. c. show cause and effect. d. present a chronology. Contrast = find differences Persuade = convince Cause/Effect = reason/result Chronology = chronological order

She gave Hannah a hug. (36)“We are going to be such good friends, you and I. Best friends. Life will be good to us forever and ever. I know.” 36) In this excerpt, Jane Yolen characterizes Fayge as a. mysterious. b. optimistic. c. sarcastic. d. insecure. Mysterious = hidden, unknown, puzzling Optimistic = hopeful, positive, cheerful Sarcastic = cynical, smart-alecky Insecure = not secure, not confident, not assured

The next several questions refer to this reading. Read this now before proceeding. Liberation from The United States Holocaust Memorial Center Soviet soldiers were the first to liberate concentration camp prisoners in the final stages of the war. On July 23, 1944, they entered the Majdanek camp in Poland, and later overran several other killing centers. On January 27, 1945, they entered Auschwitz and there found hundreds of sick and exhausted prisoners. The Germans had been forced to leave these prisoners behind in their hasty retreat from the camp. British, Canadian, American, and French troops also freed prisoners from the camps. Although the Germans attempted to empty the camps of surviving prisoners and hide all evidence of their crimes, the Allied soldiers came upon thousands of dead bodies "stacked up like cordwood," according to one American soldier. The prisoners who were still alive were living skeletons. Bill Barrett, an American army journalist, described what he saw at Dachau: "There were about a dozen bodies in the dirty boxcar, men and women alike. They had gone without food so long that their dead wrists were broomsticks tipped with claws. These were the victims of a deliberate starvation diet...” Allied troops, physicians, and relief workers tried to provide nourishment for the surviving prisoners, but many of them were too weak to digest food and could not be saved. In spite of the liberators' efforts, many camp survivors died. Half of the prisoners discovered alive in Auschwitz died within a few days of being freed. Survivors had mixed reactions to their newfound freedom. While a few looked forward to being reunited with other family members, some felt guilty for surviving when so many of their relatives and friends had died. Some felt overwhelmed, as one survivor, Viktor Frankl, a psychiatrist, expressed: "Timidly, we looked around and glanced at each other questioningly. Then we ventured a few steps out of the camp. This time no orders were shouted at us, nor was there any need to duck quickly to avoid a blow or a kick. 'Freedom,' we repeated to ourselves, and yet we could not grasp it."

37) The PRIMARY purpose of this article is to a. inform. b. inspire. c
37) The PRIMARY purpose of this article is to a. inform. b. inspire. c. persuade. d. accuse. Inference Clues The source of the article is the United States Holocaust Memorial Center. The article provides historical facts and dates. The article provides quotes from camp survivors, soldiers, and a journalist. The article provides information about prisoners’ experiences during liberation.

What kind of retreat would this have been?
Soviet soldiers were the first to liberate concentration camp prisoners in the final stages of the war. On July 23, 1944, they entered the Majdanek camp in Poland, and later overran several other killing centers. On January 27, 1945, they entered Auschwitz and there found hundreds of sick and exhausted prisoners. The Germans had been forced to leave these prisoners behind in their (38) hasty retreat from the camp. 38) What is the meaning of hasty in this context? a. regrettable b. sudden c. infinite d. heroic Inference Clues The war was in the “final stages.” Soviet soldiers were closing in on the camps and “overran” several killing centers. When the German soldiers left the camp, they were “forced” to leave prisoners behind. What kind of retreat would this have been?

39) The genre of this article is a. nonfiction. b. fiction. c
39) The genre of this article is a. nonfiction. b. fiction. c. autobiography. d. mystery. Nonfiction writing is factual and true. Fiction writing is imaginary and intended to entertain. Autobiographical writing is a first person account of one’s own experiences. Mystery writing contains clues leading to the answer of a central question.

40) Which of the following is not a figure of speech. a
40) Which of the following is not a figure of speech? a. bodies stacked up like cordwood b. their dead wrists were broomsticks c. survivors had mixed reactions A simile compares two unlike things with comparison words such as like, as, and than. A metaphor directly compares two unlike things. Unlike similes, metaphors do not use comparison words. Personification is the application of human qualities to a non-living object.

Allied troops, physicians, and relief workers tried to provide nourishment for the surviving prisoners, but many of them were too weak to digest food and could not be saved. In spite of the liberators' efforts, many camp survivors died. (41) Half of the prisoners discovered alive in Auschwitz died within a few days of being freed. 41) This excerpt could best be described as a. reasonable. b. tragic. c. scary. d. fictional. Reasonable = acceptable, justifiable Tragic = dreadful, disastrous Scary = frightening, spooky Fictional = imaginary, untrue Liberated prisoners in Auschwitz with Russian soldiers, February 1945.

Inference Clues This statement is being made by a prisoner.
"Timidly, we looked around and glanced at each other questioningly. Then we ventured a few steps out of the camp. This time no orders were shouted at us, nor was there any need to duck quickly to avoid a blow or a kick. 'Freedom,' we repeated to ourselves, and yet we could not grasp it.” 42) From this quote, we can infer a. prisoners had been preparing for liberation. b. allied troops wouldn’t let the prisoners leave. c. prisoners wished they had not been liberated. d. prisoners were unsure of their new situation. Inference Clues This statement is being made by a prisoner. He says they looked around “timidly” and “questioningly.” They ventured out of the camp. They repeated the word “freedom” to each other, but they could not “grasp it.”

The next several questions refer to this reading. Read this now before proceeding. Character Analysis In Chapter 5, Yitzchak the butcher arrives to the house with wedding gifts and an offer of help. Shmuel tells Yitzchak that Hannah and Gitl would not be sleeping in the house that night because it would not be appropriate. Gitl’s reaction shows us she is conservative. Gitl immediately pus her hand on Shmuel’s shoulder and tries to quiet him down. Hannah suggests she understands exactly what Shmuel is implying. This causes Yitzchak to laugh, but Gitl responds, “`…a young lady is what she is not if she knows of such things’” 45 ( ) Hannah comes from a time where information is not so strictly held from children. She even comments that she learned about it all from watching television . Yet, for Gitl, it is unacceptable for a young lady to know about such things, and even more unacceptable to speak out loud about them. Gitl was raised in a strict, tradition environment, and her reaction toward Hannah reflects those standards. That is why I said Gitl is conservative.

In Chapter 5, Yitzchak the butcher arrives to the house with wedding gifts and an offer of help. Shmuel tells Yitzchak that Hannah and Gitl would not be sleeping in the house that night because it would not be appropriate. 43) This opening a. sets up what will be proven in the paragraph. b. contains the topic sentence. c. is a clincher. d. is meant to entertain. Where is this portion located in the paragraph? A clincher ends the paragraph. What is a topic sentence supposed to do?

Gitl’s reaction shows us she is conservative
Gitl’s reaction shows us she is conservative. 44) This underlined portion is a. a topic sentence. b. context. c. an example. d. none of those. A topic sentence = a statement directing the focus of a paragraph. Context = the circumstances surrounding events. Examples = textual evidence, quotes, and proof supporting the topic sentence.

This causes Yitzchak to laugh, but Gitl responds, “`…a young lady is what she is not if she knows of such things’” ( ) 45) What information is needed here? a. (JaneYolen page number 23). b. (Yolen 23). c. (Jane Yolen is the author). d (taken from the book). MLA Rule To indicate short quotations (four or fewer typed lines) in your text, enclose the quotation within double quotation marks. Provide the author and specific page citation in the text.

Here’s the topic sentence:
Yet, for Gitl, it is unacceptable for a young lady to know about such things, and even more unacceptable to speak out loud about them. Gitl was raised in a strict, tradition environment, and her reaction toward Hannah reflects those standards. 46) In this excerpt, the author is a. setting up the quote. b. developing the clincher/connection. c. wrapping up the paragraph. d. summarizing the events in the book. Here’s the topic sentence: Gitl’s reaction shows us she is conservative The selection above explains how the quoted example connects to the topic sentence.

Why would this ending sentence be necessary?
Which best describes this excerpt? 47) Which best describes this excerpt? a. repetitive and unnecessary b. required and necessary c. informative and helpful d. example and explanation Why would this ending sentence be necessary? Is this sentence informative? Is this sentence an exam

What is context. 48) Which best describes this excerpt. a
What is context? 48) Which best describes this excerpt? a. the statement that must be proved b. copied words directly from the text c. surrounding details d. an introduction What is a topic sentence? What is a quotation? What is an introduction?

What is a quotation? What is context? What is an introduction?
49) What is a topic sentence? a. a statement that must be proved b. copied words directly from the text c. surrounding details d. an introduction What is a quotation? What is context? What is an introduction?

50) What is a clincher? a. a connection between an example and a topic sentence. b. an explanation of how the example affects the big picture. c. a repeated version of the example. d. Both A and B. A clincher is provided after an example. A clincher should strengthen the example. A clincher should expand on the example.

Record your predicted score, and submit it.
FINISHED! Record your predicted score, and submit it.

The Devil’s Arithmetic

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