Test Booklet Subject: LA, Grade: 10 MCAS 2011 10th Grade ELA Student name: Author: Massachusetts - signup at www.triand.com to remove - District: Massachusetts Released Tests Printed: ThursdaySample August 30, 2012 MCAS 2011 10th Grade ELA LA:10 1 Often in works of literature, a character stands up for something he or she believes in. From a work of literature you have read in or out of school, select a character who stands up for something he or she believes in. In a well-developed composition, identify the character, describe how the character stands up for something he or she believes in, and explain how the character’s actions relate to the work as a whole. Sample - signup at www.triand.com to remove - Page 1 Go On MCAS 2011 10th Grade ELA LA:10 Sample - signup at www.triand.com to remove - Page 2 Go On MCAS 2011 10th Grade ELA LA:10 Sample - signup at www.triand.com to remove - Page 3 Go On MCAS 2011 10th Grade ELA LA:10 Sample - signup at www.triand.com to remove - Page 4 Go On MCAS 2011 10th Grade ELA LA:10 2 Often in works of literature, a character develops a friendship with or feelings of love for someone who is disapproved of by others. From a work of literature you have read in or out of school, select a character who develops a friendship with or feelings of love for someone who is disapproved of by others. In a well-developed composition, identify the character, describe the character’s relationship, and explain how the relationship relates to the work as a whole. Sample - signup at www.triand.com to remove - Page 5 Go On MCAS 2011 10th Grade ELA LA:10 Sample - signup at www.triand.com to remove - Page 6 Go On MCAS 2011 10th Grade ELA LA:10 Sample - signup at www.triand.com to remove - Page 7 Go On MCAS 2011 10th Grade ELA LA:10 Sample - signup at www.triand.com to remove - Page 8 Go On MCAS 2011 10th Grade ELA LA:10 Frederick Douglass was a former slave who became the most prominent abolitionist of the nineteenth century. Read Robert Hayden’s poem about this famous American and answer the questions that follow. Frederick Douglass When it is finally ours, this freedom, this liberty, this beautiful and terrible thing, needful to man as air, usable as earth; when it belongs at last to all, when it is truly instinct, brain matter, diastole, systole,1 5 reflex action; when it is finally won; when it is more than the gaudy mumbo jumbo of politicians: this man, this Douglass, this former slave, this Negro beaten to his knees, exiled, visioning a world where none is lonely, none hunted, alien, 10 this man, superb in love and logic, this man shall be remembered. Oh, not with statues’ rhetoric,2 not with legends and poems and wreaths of bronze alone, but with the lives grown out of his life, the lives fleshing his dream of the beautiful, needful thing. —Robert Hayden __________________________________________ 1 diastole, systole — the beats of the heart 2 rhetoric — fancy language “Frederick Douglass” by Robert Hayden, from Collected Poems of Robert Hayden. Copyright © 1966 by Robert Hayden. Reprinted by permission of Liveright Publishing Corporation. 3 What is the most likely reason the poet writes one 4 In lines 2 and 3, what is the most likely reason the long sentence in lines 1—11? poet compares freedom to earth and air? A to represent Douglass’s many supporters A to show freedom is hard to achieve B to emphasize the difficult struggle for liberty B to suggest freedom is essential to human life C to emphasize Douglass’s many accomplish- C to suggest freedom can be overwhelming to ments some D to represent the complicated inscriptions on the D to show freedom can be interpreted in many statues ways Sample - signup at www.triand.com to remove - Page 9 Go On MCAS 2011 10th Grade ELA LA:10 5 Based on lines 7—9, what effect did Douglass’s past have on him? A He wanted to exact revenge on those who hurt him. B He became withdrawn from society as he grew older. C He became discouraged about the possibility of peace. D He wanted to ensure others would not experi- ence what he did. 6 Based on the poem, what is the most important representation of Douglass’s significance? A the buildings dedicated to him B the tributes given to him in speeches C the people who benefit from his work D the people who have written about him Sample - signup at www.triand.com to remove - Page 10 Go On MCAS 2011 10th Grade ELA LA:10 The narrator of The Things They Carried reflects on the experiences of the soldiers who fought in the Vietnam War in the 1960s and 1970s. Read the excerpt and answer the questions that follow. from The Things They Carried by Tim O’Brien They carried USO1 stationery and pencils and pens. They carried Sterno, safety pins, trip flares, signal flares, spools of wire, razor blades, chewing tobacco, liberated joss sticks2 and statuettes of the smiling Buddha, candles, grease pencils, The Stars and Stripes, 3 fingernail clippers, Psy Ops leaflets, bush hats, bolos, and much more. 5 Twice a week, when the resupply choppers came in, they carried hot chow in green mermite cans and large canvas bags filled with iced beer and soda pop. They carried plastic water containers, each with a two-gallon capacity. Mitchell Sanders carried a set of starched tiger fatigues for special occasions. Henry Dobbins carried Black Flag insecticide. Dave Jensen carried empty sandbags that could be filled at night 10 for added protection. Lee Strunk carried tanning lotion. Some things they carried in common. Taking turns, they carried the big PRC-77 scrambler radio, which weighed 30 pounds with its battery. They shared the weight of memory. They took up what others could no longer bear. Often, they carried each other, the wounded or weak. They carried infections. They carried chess sets, basketballs, Vietnamese-English 15 dictionaries, insignia of rank, Bronze Stars and Purple Hearts, plastic cards imprinted with the Code of Conduct. They carried diseases, among them malaria and dysentery. They carried lice and ringworm and leeches and paddy algae and various rots and molds. They carried the land itself — Vietnam, the place, the soil — a powdery orange-red dust that covered their boots and fatigues and faces. They carried the 20 sky. The whole atmosphere, they carried it, the humidity, the monsoons, the stink of fungus and decay, all of it, they carried gravity. They moved like mules. By daylight they took sniper fire, at night they were mortared, but it was not battle, it was just the endless march, village to village, without purpose, nothing won or lost. They marched for the sake of the march. They plodded along slowly, dumbly, leaning 25 forward against the heat, unthinking, all blood and bone, simple grunts, soldiering with their legs, toiling up the hills and down into the paddies and across the rivers and up again and down, just humping,4 one step and then the next and then another, but no volition, no will, because it was automatic, it was anatomy, and the war was entirely a matter of posture and carriage, the hump was everything, a kind of 30 inertia, a kind of emptiness, a dullness of desire and intellect and conscience and hope and human sensibility. Their principles were in their feet. Their calculations were biological. They had no sense of strategy or mission. They searched the villages without knowing what to look for, not caring, kicking over jars of rice, frisking children and old men, blowing tunnels, sometimes setting fires and sometimes not, 35 then forming up and moving on to the next village, then other villages, where it would always be the same. They carried their own lives. The pressures were enormous. Sample - signup at www.triand.com to remove - Page 11 Go On MCAS 2011 10th Grade ELA LA:10 In the heat of early afternoon, they would remove their helmets and flak jackets, walking bare, which was dangerous but which helped ease the strain. They would often discard things along the route of march. Purely for comfort, they would throw 40 away rations, blow their Claymores and grenades, no matter, because by nightfall the resupply choppers would arrive with more of the same, then a day or two later still more, fresh watermelons and crates of ammunition and sunglasses and woolen sweaters — the resources were stunning — sparklers for the Fourth of July, colored eggs for Easter — it was the great American war chest — the fruits of science, 45 the smokestacks, the canneries, the arsenals at Hartford, the Minnesota forests, the machine shops, the vast fields of corn and wheat — they carried like freight trains; they carried it on their backs and shoulders — and for all the ambiguities of Vietnam, all the mysteries and unknowns, there was at least the single abiding certainty that they would never be at a loss for things to carry. _________________________________________________________ 1 USO — United Service Organizations 2 joss sticks — sticks of incense 3 The Stars and Stripes — a military newspaper 4 humping — a slang term for carrying a heavy load The Things They Carried by Tim O’Brien. Copyright © 1990 by Tim O’Brien. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company. Sample - signup at www.triand.com to remove - Page 12 Go On MCAS 2011 10th Grade ELA LA:10 7 Read the sentences from lines 12 and 13 in the box 10 Read the phrase from lines 47 and 48 in the box below.