ELA CBA Unit 2

The student wrote: “Now I feel empathible after packing the boxes.Which word should you suggest instead, based on the root empath (to understand or share feelings)? a. Empathor b. Empathation c. Empathify d. Empathic

The student wrote: “He worked hard and careful to finish all the boxes on time.”Which revision uses correct parts of speech? a. He worked hardly and careful to finish all the boxes on time. b. He worked hard and carefulfully to finish all the boxes on time. c. He worked hard and carefully to finish all the boxes on time. d. He worked hardly and carefully to finish all the boxes on time.

Which revision would BEST make the moment more vivid and inspiring? a. Add: “Liam wondered if he could pack all ten boxes before the deadline.” b. Add: “His fingers ached, the tape stuck, and the boxes wobbled—but he refused to stop, determined to finish every shoebox perfectly.” c. Add: “The volunteers clapped politely as Liam worked.” d. Add: “He remembered the first time he helped with a project at school.”

which suggestion would BEST improve the use of a narrative device to make the flashback clearer? a. Add: “He thought about the gifts.” b. Remove the flashback completely. c. Add: “He liked gifts because they were fun.” d. Add a transition like: “He remembered last year, when his cousin received a shoebox full of gifts, and he saw how much joy it brought her.”

which suggestion would BEST improve the setting so readers can picture it more clearly? a. Add: “Liam was thinking about his favorite video game.” b. Add: “It was a normal day.” c. Add: “The boxes were just boxes on the floor.” d. Add: “The gym smelled like sweat and echoed with the sound of bouncing balls.

If your class was revising the closing argument (source 3) to make the introduction stronger, which option best adds background information to guide the reader? a. Lists the favorite toys, school supplies, and hygiene items that volunteers put in the shoeboxes, but does not explain why the project exists or its purpose. b. Compares Operation Christmas Child to other charity projects, highlighting differences in scale and procedure, without introducing the main goal or showing the emotional impact on children. c. Explains what Operation Christmas Child is, including how shoeboxes are collected from local communities, filled with gifts appropriate for children, and delivered to children in need around the world, giving readers context for the rest of the argument. d. Tells individual stories about children’s hobbies or daily routines unrelated to receiving gifts, giving interesting details but not clarifying the project’s purpose or importance.

Which transition phrase can be added to the sentence to connect the idea that receiving a shoebox gift brings hope after a child has felt forgotten? “_______, each gift reminded the child that someone cared about them.” a. Because the project reached children in many different countries b. Even after some children felt left out and unnoticed c. The volunteers worked quickly to deliver boxes on time d. Many boxes contained school supplies, toys, and hygiene items

When revising a paragraph in the closing argument (source 3) to improve clarity, which transition best connects the idea that “children may feel forgotten” with how receiving a shoebox gift can bring them joy? “_______ each box reminds a child that someone cares about them.” a. Even though some children have very little b. While explaining the steps to donate a box c. Because all volunteers work hard d. In addition to listing the items in the boxes

• In the closing argument (source 3), how do the vivid descriptions of children receiving shoebox gifts appeal to the audience to strengthen the author’s purpose? a. They provide only facts about the project’s logistics, appealing to logic instead of emotions. b. They focus on unrelated details about the boxes, distracting the audience from the main point. c. They make the text humorous so the audience is entertained rather than persuaded d. They show the emotional impact on children, appealing to the audience’s feelings and encouraging action.

. If you were revising the closing argument (source 3) to strengthen the author’s argument, which addition would best use text structure to show how giving shoebox gifts affects children’s lives? a. Replace the original examples with general statements about charity in the world. b. Remove the stories about children and focus only on the logistics of collecting shoeboxes. c. Add a list of countries where boxes are delivered instead of showing children’s experiences. d. Add a cause-and-effect section explaining how a child receiving a gift can feel cared for and inspired.

If you were writing a narrative story about a child who receives a shoebox gift, which line from the closing argument (source 3) would best help you show the child’s joy and sense of being cared for? a. “Volunteers deliver boxes to many countries around the world.” b. “Every shoebox sent is more than a gift—it is a message: You are seen. You are loved. You matter.” c. “The project collects shoeboxes filled with toys, school supplies, and hygiene items.” d. “Shoeboxes can be dropped off at a local collection center. 10. If you were revising the closing argument (source 3

Using the definition of empathy from the poster (source 2), how does the poem A Gift in Hand (source 1) inspire its audience by demonstrating empathy? a. It shows readers that small acts of giving can help others feel cared for and understood. b. It entertains the audience with a fictional story about a hero. c. It tells readers that they must focus only on themselves to succeed. d. It explains how to memorize a poem quickly for school