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...Station Bench? Directions: Read the passage below and answer the questions that follow.?The Station Bench?
Directions: Read the passage below and answer the questions that follow.?
The Station Bench
I was twelve when I really started learning about time. I spent a week during my summer vacation building a bench with an older boy named Tony. The bench now sits near the train station in my hometown. Whenever I return, I drive to the station to watch weary commuters collared by time sit on the bench and observe life passing by.
Tony was my grandparents’ neighbor. I’m ashamed to admit it, but I was more interested in spending time with Tony than in spending time with my grandparents. Tony had a real talent for woodworking, and he had a set of tools that looked ancient yet perfectly at home in his young hands.
The bench we built was made entirely from an old moss-covered walnut log we found behind Tony’s woodshed. We spent the last three days of my vacation scrambling to complete the bench. Countless times I told Tony and my grandfather, who would pop in to check our progress, that we didn’t have to finish right away. But my grandfather would have none of that. He grew up in an era in which time and resources were precious and counted in lives and lost opportunities, not in days, hours, or minutes. In this respect, Tony and my grandfather were alike. Tony seemed wise beyond his years, as if he held answers and secrets deep within him.
We had no plans, no pictures to go by. Tony envisioned the bench and then went to work.
“Let’s mill the log into planks, Jess,” Tony commanded. “We’ll rip the boards to width and cut them to length.”
I learned a new language and how to see the uniqueness within common objects.
We planed planks into smooth rails and elegant slats. We cut joints that were tight and strong. I like to think now that Tony and I were joined that week, not only by the common goal of finishing the bench, but also by something much stronger than any joint cut with a saw or chisel.
Parched and tired, we took periodic breaks.
“Jess, go fetch a couple pops from da ‘frigerator,” Tony would bark.
We’d sip the cold, fizzy liquid and yell like kids at neighbors and passing cars. Occasionally the summer air was punctuated by roaring motorcycles.
“Whooooo, boy, Jess” he’d yell at me. “That’s the motorsickle fer me.”
We finished the bench and it sat in my grandparents’ garage for some time. They eventually donated it to the town. Tony, I learned, had joined the army. Only recently did I learn why he never returned to claim the bench.
Today, I tell my son about Tony and how we built the bench. I show him Tony’s tools, which I now have, with handles worn dark and hard from the hands of a boy who ran out of time. And together we search old woodsheds for another moss-covered black walnut log with a secret buried within.
1. In what ways were Tony and the narrator's grandfather alike? (1 point)
They were both skilled woodworkers.
They understood how valuable time is.
They were both from military families.
They both liked motocycles.
2. What is a valid prediction one might make about the narrator? (1 point)
He will try to find Tony.
He will take the bench home with him.
He will move back to his hometown.
He will build another bench.
3. When Tony said, "That's the motorsickle fer me," he meant that was the motorcycle he (1 point)
once had.
now owns.
wants to own.
can't have.
4. What is the theme of this passage? (1 point)
Time can always be recaptured.
Time is something precious.
People measure time differently.
Time moves faster as people get older.
5. Which of the following BEST summarize why the narrator visited the train station to look at the bench? (1 point)
The station helped the narrator think about his childhood.
The bench reminded the narrator of his grandparents.
The station was once an important place in the narrator's life.
The bench represented a significant part of the narrator's life.
6. What does the narrator mean when he says the commuters are "collared by time"? (1 point)
They have many trains to ride.
They have no sense of time.
They have schedules they must keep to.
The have missed the last train home.
7. What does the narrator mean when he states, "He grew up in an era in which time and resources were precious and counted in lives and lost opportunities...?" (1 point)
He grew up during very tough times.
He learned to tell time in a different manner.
He doesn't know how to keep track of time.
He lost many relatives when he was a child.
8. What did you learn about Tony from the way he talked to Jess?
(1 point)
Tony was very respectful and considerate.
Tony was not sure of himself or what he was doing.
Tony considered himself in charge.
Tony thought of Jess as his equal in the project.
9. What kind of relationship did the narrator have with Tony? (1 point)
They were cousins.
They were strangers.
They were enemies.
They were friends.
10. What does the narrator mean when he says that his "grandfather would have none of that"?
(1 point)
His grandfather did not want to help build the bench.
His grandfather did not want to hear talk of not finishing the bench.
His grandfather did not like Tony's design ideas.
His grandfather did not like Tony's ordering his grandson around.
11. Which of the following is not a run-on sentence? (1 point)
He went home, he was not feeling well.
She ran two miles she was training for the next track meet.
She got a job because she needed extra money.
They won the prize they got the highest score.
12. Which is the best way to combine these sentences?
It is almost over. We will try to get in. (1 point)
It is almost over, we will try to get in.
It is almost over while we will try to get in.
It is almost over whereas we will try to get in.
Although it is almost over, we will try to get in.
13. In the following compound sentence, where is a comma needed?
I would ride my bike but it has a flat tire. (1 point)
after would
after has
after but
after bike
Think about the events in the passage and the actions of the characters. For 14 list an an example of a cause, for 15 list an example of the effect from the cause of 14 to display your knowledge of cause-and-effect relationships.
List a cause for 16 and its effect for 17 as well.
14. List a cause.
(2 points)
15. List the effect of your cause from 14. (2 points)
16. List a cause. (2 points)
17. 15. List the effect of your cause from 16.
(2 points)
Directions: Read the passage below and answer the questions that follow.?
The Station Bench
I was twelve when I really started learning about time. I spent a week during my summer vacation building a bench with an older boy named Tony. The bench now sits near the train station in my hometown. Whenever I return, I drive to the station to watch weary commuters collared by time sit on the bench and observe life passing by.
Tony was my grandparents’ neighbor. I’m ashamed to admit it, but I was more interested in spending time with Tony than in spending time with my grandparents. Tony had a real talent for woodworking, and he had a set of tools that looked ancient yet perfectly at home in his young hands.
The bench we built was made entirely from an old moss-covered walnut log we found behind Tony’s woodshed. We spent the last three days of my vacation scrambling to complete the bench. Countless times I told Tony and my grandfather, who would pop in to check our progress, that we didn’t have to finish right away. But my grandfather would have none of that. He grew up in an era in which time and resources were precious and counted in lives and lost opportunities, not in days, hours, or minutes. In this respect, Tony and my grandfather were alike. Tony seemed wise beyond his years, as if he held answers and secrets deep within him.
We had no plans, no pictures to go by. Tony envisioned the bench and then went to work.
“Let’s mill the log into planks, Jess,” Tony commanded. “We’ll rip the boards to width and cut them to length.”
I learned a new language and how to see the uniqueness within common objects.
We planed planks into smooth rails and elegant slats. We cut joints that were tight and strong. I like to think now that Tony and I were joined that week, not only by the common goal of finishing the bench, but also by something much stronger than any joint cut with a saw or chisel.
Parched and tired, we took periodic breaks.
“Jess, go fetch a couple pops from da ‘frigerator,” Tony would bark.
We’d sip the cold, fizzy liquid and yell like kids at neighbors and passing cars. Occasionally the summer air was punctuated by roaring motorcycles.
“Whooooo, boy, Jess” he’d yell at me. “That’s the motorsickle fer me.”
We finished the bench and it sat in my grandparents’ garage for some time. They eventually donated it to the town. Tony, I learned, had joined the army. Only recently did I learn why he never returned to claim the bench.
Today, I tell my son about Tony and how we built the bench. I show him Tony’s tools, which I now have, with handles worn dark and hard from the hands of a boy who ran out of time. And together we search old woodsheds for another moss-covered black walnut log with a secret buried within.
1. In what ways were Tony and the narrator's grandfather alike? (1 point)
They were both skilled woodworkers.
They understood how valuable time is.
They were both from military families.
They both liked motocycles.
2. What is a valid prediction one might make about the narrator? (1 point)
He will try to find Tony.
He will take the bench home with him.
He will move back to his hometown.
He will build another bench.
3. When Tony said, "That's the motorsickle fer me," he meant that was the motorcycle he (1 point)
once had.
now owns.
wants to own.
can't have.
4. What is the theme of this passage? (1 point)
Time can always be recaptured.
Time is something precious.
People measure time differently.
Time moves faster as people get older.
5. Which of the following BEST summarize why the narrator visited the train station to look at the bench? (1 point)
The station helped the narrator think about his childhood.
The bench reminded the narrator of his grandparents.
The station was once an important place in the narrator's life.
The bench represented a significant part of the narrator's life.
6. What does the narrator mean when he says the commuters are "collared by time"? (1 point)
They have many trains to ride.
They have no sense of time.
They have schedules they must keep to.
The have missed the last train home.
7. What does the narrator mean when he states, "He grew up in an era in which time and resources were precious and counted in lives and lost opportunities...?" (1 point)
He grew up during very tough times.
He learned to tell time in a different manner.
He doesn't know how to keep track of time.
He lost many relatives when he was a child.
8. What did you learn about Tony from the way he talked to Jess?
(1 point)
Tony was very respectful and considerate.
Tony was not sure of himself or what he was doing.
Tony considered himself in charge.
Tony thought of Jess as his equal in the project.
9. What kind of relationship did the narrator have with Tony? (1 point)
They were cousins.
They were strangers.
They were enemies.
They were friends.
10. What does the narrator mean when he says that his "grandfather would have none of that"?
(1 point)
His grandfather did not want to help build the bench.
His grandfather did not want to hear talk of not finishing the bench.
His grandfather did not like Tony's design ideas.
His grandfather did not like Tony's ordering his grandson around.
11. Which of the following is not a run-on sentence? (1 point)
He went home, he was not feeling well.
She ran two miles she was training for the next track meet.
She got a job because she needed extra money.
They won the prize they got the highest score.
12. Which is the best way to combine these sentences?
It is almost over. We will try to get in. (1 point)
It is almost over, we will try to get in.
It is almost over while we will try to get in.
It is almost over whereas we will try to get in.
Although it is almost over, we will try to get in.
13. In the following compound sentence, where is a comma needed?
I would ride my bike but it has a flat tire. (1 point)
after would
after has
after but
after bike
Think about the events in the passage and the actions of the characters. For 14 list an an example of a cause, for 15 list an example of the effect from the cause of 14 to display your knowledge of cause-and-effect relationships.
List a cause for 16 and its effect for 17 as well.
14. List a cause.
(2 points)
15. List the effect of your cause from 14. (2 points)
16. List a cause. (2 points)
17. 15. List the effect of your cause from 16.
(2 points)