Grade 6 Unit 1 Review

Grade 6 Unit 1 Review

PART I- Key Terms

Define the following Unit 1 key terms.

Textual Evidence:
Inference:
Central Idea:
Summary:
Plot:
Exposition:
Rising Action:
Conflict:
Climax:
Falling Action:
Resolution:
Context Clues:

PART II- Literary Text

Read the following selection and complete following activities.

Jamie

By ReadWorks

Jamie was thirteen years old, and she felt too smart for her age. It wasn't that her parents had told her this, or her teachers. Jamie just had a hunch. "It's an inkling I have," she would say to the other girls at school, and they would look at her strangely. Jamie knew that was because the other girls didn't know what “inkling” meant. It wasn't her fault that she had a larger vocabulary than they did. She couldn't help that she had been reading books since she was three years old, and that most of her classmates had started on stories only once they’d reached the third grade. By then they were already eight, and Jamie had five years of reading experience on them. Now she was thirteen, it was five years since she had been eight years old, and she was nearly done reading all of the Harry Potter books.

"It's just a phase," Jamie would hear her mother say on the phone while she was talking to Grandma. Jamie's mother and grandmother spent a lot of time on the phone, and they often talked about Jamie. She didn't know why her mother was always discussing her academic progress. And what did Grandma say back to her mother? Jamie didn't know; Grandma's voice was not audible on Mom’s side of the phone, and Jamie had grown out of the fantasy she’d developed when she was a little kid: that she could climb into the telephone wires and lay there, all curled up, between her mother's and grandmother's voices, and listen to everything they were saying.

It was like Jamie's theory about the radio: that there were miniature people who crawled into the radio in the house, or in the car, bright and early in the morning. All day long they talked about music, played advertisements, gave away prizes, joked about the news, and best of all, played some of her favorite songs over and over again. "They must get exhausted in there," Jamie would say to her mother, and her mother would smile and nod. Jamie knew now how silly her theories sounded. Now she knew better. She had learned about electricity, radio frequencies, and audio transmission.

Jamie tried to show her mother that she was too smart for her current school. Her mother didn't believe her. "Why can't you just say you're feeling sick, like regular kids?" her mother asked, laughing her loud, throaty laugh. Jamie didn't understand. She wasn't trying to get out of school because she didn't like learning. She just wanted to learn new things, things that none of her teachers in school seemed to have the time to teach her.

"I'm not sick, Mom," Jamie protested. "Anyway, sick isn't the correct word."

"What do you mean?" Jamie's mother asked, looking slightly miffed. Her daughter had interrupted her long, full‐bodied laugh.

“You mean ill. Not sick. People become sick of something. People become ill with something."

Her mother snorted. "I don't see the difference."
"It doesn't matter whether you see it or not, Mom," Jamie said, trying to keep the

irritation out of her voice. She didn't mean to snap at her mother.

"Honey, I don't understand. Do you want to go to school, or don't you? What exactly is the problem?"

Jamie felt her shoulders tighten; she knew her body was tensing up because of the difficult conversation that was going to ensue with her mother. She had a hunch—more than a hunch—that trying to convince her mother, once and for all, that she was too intelligent for her grade would not go over well.

"Honey? I'm listening," her mother said, inspecting her nails.

"It's not that I don't want to go to school, Mom," Jamie began to explain. "It's just that I shouldn't be going to school."

"You shouldn't be going to school?" Jamie's mother echoed Jamie's words and made them sound absurd and arrogant, not hopeful, the way Jamie had intended.

"It's a waste of time. Of my time. My teachers have taught me everything they can. I sit in the classroom all day reading other textbooks because I've advanced well beyond my peers."

"Advanced well beyond your peers? What is this, a job interview?" Jamie's mother was no longer laughing. Her voice had risen in pitch, and it was so shrill it sounded like she was shouting and whispering at the same time.

"No, Mom, this has nothing to do with jobs or interviews. I just think that I should drop out of school and do something else with my time instead. Something more efficient, and ultimately more rewarding."

"I can't believe what I'm hearing! Wait till Grandma gets a load of this!" Mom said.

"I've already talked to my guidance counselor about taking a test to skip a few grades." "A few grades? How many grades will you skip, and what happens if you test out of high school?"

This was the question Jamie had been waiting for. She couldn't wait to answer. "Simple. I'll go to college instead.”

1. Exposition
A. Setting: ______

B. Characters ______

C. Conflict: ______

2.Rising Action: List some events that occur before the climax.
1. ______

2. ______

3. ______

3. Climax: ______

4. Falling Action: List some events that occur after the climax.
1. ______

2. ______

5. Resolution ______

Answer the following questions about “Jaime”. Be sure to use COMPLETE SENTENCES and CITE TEXTUAL EVIDENCE to support your answer.

1. For her age, Jamie feels too what? ______

2. Jamie has been reading books since she was three years old. What is an effect of this? ______

3. Jamie loves to learn. What evidence from the story supports this statement?

______

4. Why don’t the teachers at Jamie’s school probably have time to teach her new things? ______

5. What is the main idea of this story? ______

6. Read the sentences and answer the question.

"'My teachers have taught me everything they can. I sit in the classroom all day reading other textbooks because I've advanced well beyond my peers.'
"'Advanced well beyond your peers? What is this, a job interview?'"

What does the word “advanced” mean as used in the text? ______

PART III- Informational Texts

Read the following informational text and answer the questions that follow.

City of Broken Records

They came from all over Dubai, a Persian Gulf city in the United Arab Emirates1. They were young and old, tall and skinny, short and squat. But all of them had one thing in common: They were all named Mohammed.

Between 1,500 and 2,000 Mohammeds gathered in Dubai in February [2005], hoping to break the world record for the largest gathering of people sharing the same name.

Once the Mohammeds broke the record, the city turned its sights on another world record: forming the largest human flag. More than 16,000 schoolchildren created a huge red, white, black, and green flag of the United Arab Emirates.

The city is also hoping to break records for the largest charity box and the biggest mosaic2 made from drink cans.

A few years ago, officials decided to make their city famous by breaking world records—any world record. The stunt spread like wildfire. The city now holds a month-long record-breaking festival each year. Laura McTurk from Guinness World Records told Weekly Reader Senior Edition that the United Arab Emirates holds 33 world records. The people of Dubai have built the world's longest sofa (100 feet) and the largest incense burner (10 feet). "It's an awful lot of records for such a small place," said another official from Guinness.

1 United Arab Emirates: a country in the Middle East, bordering the Persian Gulf

2 mosaic: a picture or decoration made of tiny colored tiles, bits of glass or stone

Complete the following chart to summarize the most important ideas from the text.

Important Idea / Important Idea / Important Idea / Important Idea
Summary

1.The main idea of the passage is that the city of Dubai wants to make itself famous by

being the world’s biggest capital city.

b. having the sunniest weather.
c. setting a large number of world records.

d. doing silly things.

2.All of the following are details supporting that main idea except
a. Dubai holds a record-breaking festival every year.
b. the city has more than 16,000 school children.
c. the city built the world’s longest sofa and largest incense burner.

d. the United Arab Emirates holds 33 world records.

3.One of the world records that the United Arab Emirates holds is

a. being the world’s smallest place.

b. making the world’s shortest sofa.
c. making the largest human flag.
d. making the world’s largest mosaic from flags.

4.A detail supporting the main idea of the paragraphs describing the gathering in Dubai of people named Mohammed is:

a. between 1,500 and 2,000 Mohammeds gathered in February.

b. the world’s longest sofa was made in Dubai.
c. the people of Dubai all have the same name.
d. the world’s largest flag was made in Dubai.