Download Grade 8 English Language Arts Exam Review

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Grade 8 English Language Arts
Exam Review
Orion and the Sisters
In t h e o l d days, t h e gods and goddesses s o m e t i m e s w e n t t r a v e l l i n g a b o u t o n E a r t h , visiting
h u m a n beings. On o n e such o c c a s i o n , Zeus, his messenger H e r m e s , a n d t h e o c e a n g o d ,
P o s e i d o n , stayed for a w h i l e w i t h King Hyrieus o f B o e o t i a .
The king e n t e r t a i n e d t h e s e i m p o r t a n t guests so lavishly t h a t w h e n it c a m e t i m e f o r t h e m t o
leave, Zeus said t o Hyrieus, ' T o r e w a r d y o u r gracious h o s p i t a l i t y , I w i l l g r a n t y o u any o n e t h i n g
you w i s h / '
"I have always w a n t e d a s o n / ' a n s w e r e d t h e king. "A g r e a t big, s t r o n g s o n ! "
"Easily d o n e ! " said Zeus. He t h r e w a c o w h i d e o n t o t h e g r o u n d . " B u r y t h e h i d e , m y f r i e n d / ' he
said t o Hyrieus. " I n nine m o n t h s it w i l l e m e r g e f r o m t h e g r o u n d as t h e v e r y son y o u w i s h e d
for!"
Hyrieus d i d n o t q u e s t i o n t h e s e d i r e c t i o n s . He did as Zeus t o l d h i m , w a i t e d p a t i e n t l y , and was
r e w a r d e d in d u e t i m e w h e n a son p u s h e d his w a y t o t h e surface. A n d t h e son e m e r g e d n o t as
an i n f a n t , b u t as a f u l l - g r o w n m a n , and t a l l e r a n d s t r o n g e r t h a n any o t h e r h u m a n o n e a r t h . So
t a l l w a s O r i o n t h a t he c o u l d w a l k o n t h e b o t t o m o f t h e sea w i t h o u t w e t t i n g his h e a d . This was
i n d e e d m u c h m o r e t h a n Hyrieus had asked f o r .
The son a n n o u n c e d t h a t his n a m e was O r i o n and t h a t he was leaving i m m e d i a t e l y t o go
h u n t i n g , f o r h u n t i n g was w h a t he l o v e d best t o d o . He s t r a p p e d a h u g e b o w a n d q u i v e r o f
a r r o w s o v e r his m i g h t y s h o u l d e r s . T h e n he w h i s t l e d . " H e r e , S i n u s ! " he c o m m a n d e d . A n d as if by
magic, a huge d o g a p p e a r e d at O r i o n ' s side and was n e v e r t o leave i t
O r i o n p r o c e e d e d t o stride t h r o u g h t h e lands a n d isles o f Greece, h u n t i n g and killing animals
w i t h a b a n d o n . On t h e island o f Chios, O r i o n m e t t h e princess M e r o p e . "I w i l l i m p r e s s her w i t h
m y p r o w e s s as a h u n t e r , " t h o u g h t O r i o n t o himself, a n d he slew all t h e animals o f t h e island.
So h o r r i f i e d by this was M e r o p e ' s f a t h e r t h a t he had a magician cast O r i o n i n t o a d e e p sleep
and r e m o v e h i m f r o m Chios.
O r i o n a w o k e , h a v i n g l e a r n e d n o t h i n g at all f r o m his e x p e r i e n c e . He p r o c e e d e d t o t h e island of
Crete t o c o n t i n u e his ravaging o f t h e w i l d l i f e . But he had n o t f i g u r e d o n m e e t i n g a p o w e r f u l
goddess t h e r e . She was A r t e m i s , t h e goddess o f h u n t e r s , a n d t h o u g h she liked t o use her b o w
a n d a r r o w t o b r i n g d o w n a d e e r or a boar, she o n l y did this w h e n she n e e d e d f o o d .
"Be w a r n e d , O r i o n / ' she said t o t h e giant h u n t e r . "I will n o t t o l e r a t e y o u r killing of animals
solely f o r s p o r t ! "
But O r i o n only laughed at her. R o a m i n g t h e island, he soon had killed all t h e animals t h e r e , t o o .
A r t e m i s ' s f u r y k n e w n o b o u n d s . "Look h e r e , m i g h t y h u n t e r ! " she said, a n d she p o i n t e d t o a
s c o r p i o n , k n o w i n g t h a t this was t h e o n l y a n i m a l O r i o n f e a r e d . "This s c o r p i o n shall p u r s u e y o u t o
t h e ends o f t h e Earth and d e l i v e r y o u its fatal sting if y o u ever s h o o t a n o t h e r a n i m a l . "
For a w h i l e , t h e f r i g h t e n e d O r i o n p u t his b o w a n d a r r o w s d o w n . But t h e desire t o h u n t was
s t r o n g in h i m , and he soon t h o u g h t o f a w a y t o indulge it. " A r t e m i s said I m u s t n o t h u n t w i l d
a n i m a l s , " he t h o u g h t , " b u t she said n o t h i n g a b o u t h u n t i n g
people"
R e t u r n i n g t o his h o m e l a n d o f Boetia, O r i o n l o o k e d a r o u n d f o r h u m a n q u a r r i e s . It was n o t long
b e f o r e he saw seven lovely sisters r u n n i n g and p l a y i n g in t h e hills. T h e y w e r e called t h e
Pleiades, and t h e y w e r e t h e d a u g h t e r s o f t h e g o d Atlas a n d a h u m a n m o t h e r n a m e d Pleione. So
graceful a n d kindly w e r e t h e Pleiades t h a t t h e y w e r e a d m i r e d a n d l o v e d by all t h e deities as
w e l l as by every h u m a n t h e y m e t . So it was a great shock t o t h e sisters w h e n t h e y saw t h e giant
O r i o n p u r s u i n g t h e m and s e n d i n g o u t deadly a r r o w s in t h e i r d i r e c t i o n .
As t h e t h u n d e r o u s f o o t s t e p s o f t h e h u n t e r and t h e h o w l i n g o f his d o g Sirius d r e w closer and
closer, t h e sisters realized t h e y c o u l d n e v e r escape o n t h e i r o w n . W e e p i n g w i t h fear, t h e y
p r a y e d t o t h e god Zeus t o rescue t h e m . Zeus a n s w e r e d t h e i r p r a y e r by t r a n s f o r m i n g t h e sisters
i n t o seven b e a u t i f u l w h i t e d o v e s .
In this f o r m , the Pleiades f l e w high e n o u g h t o escape O r i o n ' s a r r o w s . A n d w h e n t h e doves
r e a c h e d t h e t o p o f t h e sky, t h e y in t u r n b e c a m e seven stars.
By this t i m e , t h e deities w e r e t h o r o u g h l y angry w i t h O r i o n f o r his incessant mischief and c r u e l t y
t h a t Zeus t r a n s f o r m e d t h e h u n t e r and his d o g i n t o stars, t o o , so t h a t t h e y c o u l d d o n o m o r e
d a m a g e o n Earth. In t h e n i g h t sky, p e o p l e ever a f t e r p o i n t e d t o O r i o n a n d Sirius, w h o s e e m still
t o be p u r s u i n g t h e l i t t l e cluster o f Pleiades. Of course, O r i o n w i l l never catch t h e m . A n d t o m a k e
sure t h a t he m u s t r e m e m b e r this, A r t e m i s has t u r n e d t h e deadly s c o r p i o n i n t o stars and set t h e
a n i m a l h o t on t h e heels o f O r i o n .
The Seven Crucial Questions
L Who is the protagonist? Antagonist? (2)
2. Describe the setting. (2)
3. What type of conflict (man vs. ?) is the protagonist facing in the story and
describe it. (2)
4. The character's personality traits will be revealed in the following ways;
a) What the writer says about the character
b) What the character says
c) What the character does
d) What others say about the characters
Choose one way the character's personality is revealed and give an
example. (2)
5. Describe the mood/atmosphere, give an example from the story. (2)
6. What is the theme or message of the story? (What does the author want
you to learn from reading the story?) (3)
7. Plot line (10) - Please complete answers on the backside
•
•
•
•
•
Intro/Initial Incident
Rise in Action
Climax
Fall in Action
Conclusion
Terms Review
Poetry
Example
* ...
Definition
Tarm
Sim He
Metaphor
!
!
Onomatopoeia
i
;
1
!
;
i
!
j
Hyperbole
!
i
I
!
1
Personification
i
t
\
\
i
i
j
Alliteration
!
*'
|
?
i
I
i
•
i
i
Essays
Term
Thesis Statement
!
Definition
Topic Sentence
j
Example
'
Poetry Analysis
I d e n t i f y t h e f o l l o w i n g lines as o n e (or perhaps t w o ) of t h e f o l l o w i n g p o e t i c devices used in
writing poetry:
A = Alliteration
M ~ Metaphor
S ~ Simile
P - Personification
_ _ _ _ 1. The w h i s p e r i n g w i l l o w s w h i n e d as t h e y w e r e w h i p p e d a r o u n d by t h e w i n d .
2. The child was like a raging bull dashing t h r o u g h his g r a n d m o t h e r ' s house.
3. The old car w h i m p e r e d and c r a w l e d t o w a r d t h e garage.
4. The sea s l o w l y s e t t l e d u p o n t h e sandy shore.
5. The g r a n d m o t h e r was as p r o u d as a peacock at her g r a n d c h i l d ' s recital.
6. The r o a d was a r i b b o n o f m o o n l i g h t o v e r t h e p u r p l e hills.
7. The oak t r e e p r o u d l y displayed its colours f o r o n e last m o m e n t and t h e n d r o p p e d its
m u l t i - c o t o u r e d coat o n e leaf at a t i m e .
8. The b o o k was a t r e a s u r e m a p , X m a r k e d t h e spot t o a d v e n t u r e and i n t r i g u e ,
9. Her m i n d was as concise as a c o m p u t e r filing a w a y i n f o r m a t i o n w i t h incredible speed
and accuracy.
10. The trees b o w d o w n t h e i r heads in respect t o t h e angry w i n d .
From the Sea
The sea is a h u n g r y d o g ,
Giant and gray.
He rolls on t h e beach all day.
W i t h his clashing t e e t h and shaggy j a w s
Hour u p o n h o u r he gnaws
The r u m b l i n g , t u m b l i n g stones,
A n d , "Bones, b o n e s , b o n e s ! "
The giant sea-dog m o a n s ,
Licking his greasy p a w s .
James Reeves
Find an e x a m p l e o f a m e t a p h o r
m
Find an e x a m p l e of a l l i t e r a t i o n .
Find t h r e e e x a m p l e s o f p e r s o n i f i c a t i o n .
Identify the rhyme scheme of t h e p o e m .
W i t h i n t h e c o n t e x t , t h e w o r d " g n a w s " in line 5 means
a) climbs
b) chews o n
c) spits o u t
d) gulps
The poet's a t t i t u d e t o w a r d t h e sea is o n e of
a) a d m i r a t i o n
b) hate
c) fear
d) sadness
D u s t of S n o w
The w a y a c r o w
Shook clown o n m e
The d u s t of s n o w
From a h e m l o c k t r e e
Has given m y heart
A change o f m o o d
A n d saved s o m e p a r t
Of a d a y I h a d r u e d .
Robert Frost
I d e n t i f y t h e r h y m e s c h e m e of t h e p o e m ,
Find o n e e x a m p l e o f p e r s o n i f i c a t i o n .
W h a t s i t u a t i o n is being described in t h e first stanza o f this p o e m ?
W h a t is t h e a u t h o r saying in t h e second stanza?
Fall
The chilly w e a t h e r settles i n t o y o u r b o n e s .
Those once green leaves t u r n
Red, y e l l o w , o r a n g e , a n d b r o w n .
CRRUNCH! go t h e leaves
Beneath your feet.
The birds fly in a v i c t o r y " V " f o r m a t i o n ,
To w h e r e t h e sun rules t h e skies.
The days of w i n t e r are lurking a r o u n d
W a i t i n g t o be f r e e f a l l i n g .
Label t h e lines o f t h e p o e m t h a t use o n e o f t h e f o l l o w i n g p o e t i c devices: simile, m e t a p h o r ,
personification, alliteration, or o n o m a t o p o e i a .
U n d e r l i n e t h e w o r d s t h a t create imagery in t h i s p o e m .
Describe t h e m e n t a l image (sight) in y o u r head as y o u read t h i s p o e m . You can also i n c l u d e a
d e s c r i p t i o n o f y o u r o t h e r senses - s o u n d , t a s t e , t o u c h , and smell - if t h e p o e m s p a r k e d any of
t h e m for you.
Sentences
There are four sentences types. Each type has a different purpose.
• declarative: makes a statement: The teachers arrived
at the meeting.
Types
imperative sentences can De
exclamatory if they express
strong feelings and end in an
exclamation mark.
• interrogative: asks a question: When will the teachers arrive
at the meeting?
• imperative: gives a command (the subject You is understood): Be at the meeting on time.
• exclamatory: expresses a strong feeling: We must get to the meeting!
1. Identify what types of sentences these are.
(a) The teacher handed out the test papers to the students.
(b) I haven't finished my test yet!
\
(c) Give me all of your papers.
(d) When did we know this was going to be the test day?
2. Write sentences of the following types using your own words.
(a) declarative:
(b) interrogative:
(c) imperative:
(d) imperative with an exclamation mark:
(e) exclamatory:
E n d punctuation tells you how to say the sentence.
• period: Say it with a calm, formal voice.
• question mark: Say it with a questioning voice, where the voice rises slightly at the end.
• exclamation mark: Say it with a forceful or excited voice.
3. Read these sentences out loud. Use the proper way of saying the sentence based on the
end punctuation.
(a) We went to the fairground to ride the roller coaster.
(b) It was incredible!
(c) Why do we have to go on the kiddie rides?
(d) Come over to the Monster ride.
(e) Come over to the Monster ride!
4. Write a sentence of your own. using one of the four types of sentences. Read it out loud,
using the end punctuation to help you say it correctly.
•
•
Use only one type of sentence in an entire paragraph. Is H possible?
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Parts of Speech
i
j.
i
Nouns
^, .
_
Nouns identify. If you asked
-what's that? the answer m
m *-
noun i s a word that names a person, place, thing, or idea. Nouns
can be common (boat, city, river) or proper {Seabreeze, Regina).
i
A
usually a noun; a bail, a bat, a
dog, a constellation.
1. Write a proper noun for each of these common nouns.
avenue:
bird:
team:
m
_
.
,
-
^
singer:
car:.
.
jeans:
,
.
•
r
.
Compound nouns can be joined
Nouns can be compound. A compound noun is made up of two or
more words. For example, these are compound nouns: keyboard,
yo-yo, elementary school. Use these compound nouns in
sentences.
(a) brother-in-law:
^
a s o n e
t n e y c a n
b e
joined by hyphens, or they can
b e s e p a r a t e
w o r d s
-
^
(b) goldfish:
(c) Bare Naked Ladies:
Nouns can be singular (one) or plural (more than one). Noun plurals are formed like this:
• Most plural nouns end in s. If a singular noun ends in ch, s sh, x, or z, add -es.
f
• If a noun ends in y: if a vowel comes before y, add -s; if a consonant comes before y, change
the y to i and add -es;
• If a noun ends i n / o r Je, change the f or fe to u and add -es (exceptions: chefs, chleii).
3. Give plurals for these singular nouns.
avenue:
calf:,
;
church:
baby:,
city:,
fish:
4. Nouns can be possessive. For example: Lainie's bike, a child's
,
- „
..
,,
,
. ^
lunch box. Rewrite these phrases using possessive nouns.
r
Using possessive nouns can
smooth the flow of the words.
For example, the book of John
j better said as John's book.
S
the skateboard of Maria:
the gardens of the neighbours:
the homework of Matt:
Nouns can be collective. For example, these are collective nouns: collective nouns name things,
school of fish, herd of cattle, people, audience, family.
°! 9 e e °P
rou
r
*
*
Use these collective nouns in sentences to show their meanings.
(a) cast:
^ t
a
a c
so f
e
|e o r
a n , m a , s
t together.
(b) colony:
(c) team: _
w w Make a list of interesting nouns you find in everyday writing. Use some of these in your own
~ ~ writing.
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Parts of Speech
*
,
Pronouns
The word that a pronoun replaces is
r
pronoun is a word that takes the place of a noun or other
called an antecedent. For example,
pronoun. Look at this example: Sylvia looked everywhere for
S y M s is the antecedent of h e ^
her sandals {her replaces Sylvia). Here is a bank of pronouns:
"""""
~~~
myself, herself. Itself, themselves, who, whom, whomever, whose, what, this, that,
these, those, another, anyone, each, either, neither, no one, somebody, few, all, any,
most, none.
A
1. Write a pronoun for each of these.
William:
Callie:
lynx:,
Vancouver:
Raoul and Kyle:
girls:
2. Rewrite these sentences replacing the boldfaced words with pronouns.
(a) Jeremy called on Martin, but Martin was too busy to talk to Jeremy.
(b) The boulder rolled down the hill and the boulder nearly hit a car.
(c) Tracey, Joanne, and Myla decided to buy Tracey, Joanne, and Myla's clothes at that
store.
3. Pronouns can show ownership or possession. Look at these possessive pronouns: his
CD, her calculator, their clothes, its engine. Rewrite these phrases using possessive
pronouns.
Jake's carton:
the crew's ship:
Melanie's party:
the dog's dish:
the snake's tongue:
the family's dinner: _
4. Write a sentence that uses at least one possessive pronoun.
5. Write a short paragraph and use at least six of the pronouns listed above.
^
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)• Try writing a poem that uses pronouns instead of nouns.
Parts of Speech
Verbs
A verb is a word that shows action or being. Look at these examples:
scramble: shows action: I scramble to the finish line: aim shows a
state of being: I am fine.
~he verb tells what happens
to the noun cr subject of the
sentence.
1. Underline the verbs In these sentences. Indicate whether each verb shows action or being.
(a) We jumped into the lake.
(b) The car swerved along the road.
(c) He feels better now.
(d) We were going to the fair.
2. Action verbs can be active (Joel hit the ball) or passive (The ball was hit by Joel).
Indicate whether the verb in each sentence is active or passive.
(a) The moose ran into the street.
(b) The bus was struck by the moose.
(c) The moose stood up after a few minutes.
^
(d) It walked slowly away from the scene.
3. Verb tense is used to show the time of the action. There are three main verb tenses:
present: The tree falls.
past: The tree feE.
future: The tree will fall.
Indicate whether the verb tense i n each sentence is present, past, or future.
(a) The shipment will arrive next week.
(b) We play the game seriously.
(c) The baby wailed all night.
(d) Our tests will be i n three days.
4. Verbs need to agree with their subjects. Circle the correct verb in parentheses for each
sentence.
(a) Miguel (talk, talks) all the time on his cell phone.
(b) The tanker (fuel, fuels) the jet before take-off.
(c) Everyone (try, tries) to work very hard during the holiday season.
5. Write a sentence that uses an action verb, then one that uses a verb of being.
(a)
;
(b)
^ w Read some advertisements. What types of verbs are used most often: action? being? active?
^ ^ passive? Make a list of what you discover.
49
Parts of Speech
.
- #
Adjectives
.
t
An adjective is a word that describes a noun, pronoun, or other
adjective. For example, the following adjectives could be used to
,
J
,
f
.
^
- °
w
Adjectives can create a better nrnnd
t u r e for the reader. They answer
p:c
t n
» questions HOW many? Which
cne7and What kind?
describe a tiger: large, snarling, hungry, young*
1. Write at least three adjectives that could describe each of these.
train:
,
mountain:
star:
friend:
2. Adjectives can be comparative (er) and superlative (est): quick, quicker, quickest.
Write comparative and superlative adjectives for these words. Be sure to check your
spelling when you add er and est.
happy:
,
slow:
,
big:
.
3. Use at least two of your comparative or superlative adjectives in a sentence.
4. The following words are also adjectives: the, a, an; this, that, those. Proper adjectives
are formed from proper nouns: Canadian winter, Asian countries. Write two sentences
that use at least four of these adjectives.
(a)
(b)
5. Rewrite these sentences adding adjectives to improve the descriptions,
(a) The singer recorded her first CD at a concert.
(b) The audience listened to her singing.
(c) People started to leave the theatre after the show.
^ ^
50
Use adjectives in a description of your room,
Parts of Speech
An adverb is a word that describes a verb, adjective, or other adverb
Adverbs describe actions or qualities. For example, look at these
adverbs:
flew quickly (how) flew today (when
flew overhead (where)
Adverbs
Adverbs answer tre questions
ricwF When? and Where?
Many adverbs are formed by
adding -ly to an adjective: s'.ow:
slowly.
1. Add at least three more adverbs that answer each of these questions.
How?: slowly, well,
When?: today, yesterday,
Where?: there, overhead,.
2. Adverbs have comparative (er) and superlative (est) forms: early, earlier, earliest; often,
more often, most often; well, better, best. Write sentences that use the adverbs given.
(a) earlier
(b) better:
(c) most often:
3.
Read these sentences. Circle any adveibs. (NOTE: Adverbs sometimes come in phrases:
talked for an hour: walked behind the fence.)
(a) The ball flew quickly over the crowd.
(b) A small wren landed softly on the branch.
(c) Many players tried to get the puck as it slid toward the goal.
(d) 1 jumped better and higher than I did yesterday.
(e) The rehearsal will take place tomorrow at three o'clock.
4. Write a short paragraph on a topic of your choice. Use adverbs to help make your
descriptions more vivid.
Write a character description of the best qualities of your favourite singer or singing group. For
example, sings loudly", "plays the guitar poorly/'
M
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