<p> 3rd 9 weeks Benchmark Review</p><p>You need to review the following information to be prepared for the benchmark.</p><p>1. Literary devices—</p><p> a. Hyperbole: extreme exaggeration</p><p> b. Metaphor: comparison, saying one thing is another, without using like or as</p><p> c. Simile: uses like or as to compare 2 things/people</p><p> d. Alliteration: repeats consonant sounds</p><p> e. Personification: makes objects/things have human-like characteristics</p><p> f. Examples: Match each sentence with one of the literary devices.</p><p>The trees waved their branches like hands saying “hello.” ______</p><p>The raven is my grief that will never leave me. ______</p><p>I am so hungry I could eat a horse. ______</p><p>The yellow material was like liquid gold. ______</p><p>2. Verbals—</p><p>Participles:</p><p> a. End in –ing or –ed (sometimes –en or –t)</p><p> b. Look like verbs, act like ADJective</p><p> c. Examples: Underline the participle in each sentence.</p><p>I have a nagging pain in my leg. </p><p>They stopped at the weathered cabin.</p><p>Frozen blueberries are his favorite snack</p><p>Under the pile of magazines lay the forgotten letter.</p><p>Infinitives vs. Preposition phrases:</p><p> a. Infinitives: to + a verb; can act as N, ADJ, or ADV</p><p> b. Prepositions: to + noun; can act as ADJective or ADVerb c. Examples: Label each phrase as INF or PREP</p><p>We went to the game. ______</p><p>She wanted to drive the new car. ______</p><p>Children must go to school. ______</p><p>He jumped up to go with his brothers. ______</p><p>Gerunds:</p><p> a. End in –ing</p><p> b. Look like verbs, act like Nouns (S, DO, PN, OP)</p><p> c. Examples: Underline the gerund in each sentence and label how it’s being used in the sentence.</p><p>Swimming is my favorite summer pastime. (______)</p><p>She enjoyed eating ice cream. (______)</p><p>Her hobby is quilting. (______)</p><p>After applying for the job, Kate was hired the next day. (______)</p><p>3. Central Idea (Theme)—the subject of (or lesson to be learned from) a piece of literature.</p><p>4. Punctuation—</p><p>Hyphens:</p><p> a. Divide words that split at the end of a line</p><p> b. Join word parts into a single word</p><p> c. Examples: Insert hyphens where they belong in the sentences below.</p><p>A serious minded student would study for the test.</p><p>I would like you to meet my brother in law.</p><p>My grandmother turned ninety two on her birthday.</p><p>Several students are meeting tonight for a two hour study session.</p><p>Dashes: a. Longer line—double length of a hyphen b. A break or an interruption in the thought to emphasize the text that is set apart from the rest of the sentence. c. Examples: Insert dashes where they belong in the sentences below. For our vacation which was much too short we went to Florida and basked in the sun. As the goalie, Joe has a clearly defined role on the soccer team. According to the Constitution, only one person and that is the President can appoint justices to the Supreme Court. Her decision not to resign was based on one thought she enjoys teaching English to teenagers.</p><p>5. Point of view— a. 1st person: uses pronouns of I, me, my, mine</p><p> b. 2nd person: uses pronouns of you, yours; tends to motivational, inspirational or self-help writing</p><p> c. 3rd person: uses pronouns of he, she, they, him, her, their</p><p> d. Omniscient: reader knows everything all characters are thinking or feeling</p><p> e. Limited: reader knows only one character’s thoughts and feelings</p><p> f. Examples: Label each book with a point of view.</p><p>The Outsiders _____ Point of view</p><p>The 7 Habits of a Highly Effective Teen _____ Point of view</p><p>The Man Who Was Poe _____ Point of view</p><p>6. Verb Moods—</p><p> a. Subjunctive: a wish or hypothetical; uses if & were, should, would, could</p><p> b. Conditional: depends on something to happen first before another event can happen; uses will, shall, can</p><p> c. Indicative: a statement, fact or opinion</p><p> d. Imperative: a command</p><p> e. Interrogative: asks a question</p><p> f. Examples: Label each sentence with a verb mood.</p><p>Were you cheating on the test ______</p><p>Ask the waitress for some silverware ______I love Miss McCabe’s class ______</p><p>If I were driving down the road, I would not text ______</p><p>If you pay your money, you can go on the field trip ______</p><p>7. Author’s Purpose— a. Inform: to provide information to readers; explain facts; describe a process of how/what to do b. Persuade: to convince readers of a certain opinion; call to act upon a particular issue c. Entertain: to provide a story about a subject; to create an positive emotional response from audience d. Examples: Label the author’s purpose for each example. fictional stories ______motivational books ______news articles ______biography ______</p><p>8. Active/Passive Voice Verbs—</p><p> a. Active: subject does the action of verb</p><p> b. Passive: subject is not doing verb; usually includes the preposition by</p><p> c. Examples: Label each sentence active or passive.</p><p>The children ate their popsicles. ______</p><p>The popsicles were eaten by the children. ______</p><p>Bingo is played in Britain. ______</p><p>The president was elected by the people. ______</p><p>9. Constructed Responses—</p><p> a. Yes MA’AM strategy:</p><p>Me: restate and answer your question</p><p>Author: select a sentence starter and find evidence from the text.</p><p>*In the text *One example from the text *According to the passage *The author states</p><p>Author: select another sentence starter and/or use a transition word. Find more evidence from text. Me: select a sentence starter. Write a sentence that explains why the evidence is important.</p><p>*These examples show *This evidence demonstrates *I believe *Now I know b. Constructed responses will be over point of view, compare/contrast, & author’s purpose.</p>