7th grade How word choice sets the tone worksheet

How word choice sets the tone

Grade 7 Reading Worksheet - Challenge Me

Circle the best answer.

1. Read this first

   The Prize Pumpkin (original story)

   [1] Every October, Teodor Brandt wheeled his pumpkin to the county fair as if escorting royalty. [2] The pumpkin, a bulging orange monument, had consumed most of his summer and a startling quantity of his garden hose. [3] He polished it with a soft cloth, murmuring encouragement that the pumpkin received without comment. [4] Neighbors strolled past, offering the polite nods people give to someone else's trophy. [5] “Magnificent,” Teodor announced to nobody in particular, and he straightened a ribbon that had not moved.

   [6] When the judge finally arrived, Teodor held his breath so tightly that his ears turned pink. [7] The judge tapped the pumpkin twice, scribbled a note, and moved on to a squash. [8] Teodor's shoulders sagged, and the ribbon lay unclaimed. [9] Then a small child tugged Teodor's sleeve and asked whether the pumpkin could be a carriage. [10] Teodor blinked, considered the question with enormous dignity, and began to smile. [11] That evening, the great orange monument rolled home on a wagon, carrying two children and an excellent amount of glory.

2. 1.

   Ari reads the story. What attitude toward Teodor do “escorting royalty” in [1] and “bulging orange monument” in [2] show?

   • Plain reporting: the narrator just tells what Teodor does, with no attitude.
   • Harsh mockery: the grand words show the narrator thinks Teodor is foolish.
   • Deep admiration: the grand words show the narrator truly believes the pumpkin is royal.
   • Affectionate amusement: the grand words tease Teodor's pride while staying kind.
3. 2.

   Bo reads the story. In sentences [6]–[8], Teodor's feelings change. Which choice separates Teodor's feelings from the narrator's tone?

   • Teodor feels amused; the narrator sounds gently humorous.
   • Teodor feels anxious, then crushed; the narrator sounds gently humorous.
   • Teodor feels anxious, then crushed; the narrator sounds plain and serious.
   • Teodor feels anxious, then crushed; the narrator sounds anxious and crushed too.
4. 3.

   Esme reads the story. If “monument” in sentence [2] became “vegetable”, how would the tone and its link to “glory” in [11] change?

   • It would lose playful grandness: “glory” in [11] would no longer echo the pumpkin's grand title.
   • It would add playful grandness: “vegetable” would make the pumpkin sound more important.
   • It would stay the same: “vegetable” and “monument” both describe the pumpkin.
   • It would lose playful grandness in [2] alone; “glory” in [11] would not be affected.
5. 4.

   Kira reads the story. If “enormous dignity” in sentence [10] became “care”, how would the tone and its link to “escorting royalty” in [1] change?

   • It would lose mock-seriousness in [10], but its link to [1] would stay strong.
   • It would sound more royal: “care” suggests Teodor treats the question like a king.
   • It would stay the same: “care” and “enormous dignity” both show Teodor thinking.
   • It would lose mock-seriousness: the royal image in [1] would no longer return in [10].
6. 5.

   Luz reads the story. Sentence [11] ends with “an excellent amount of glory.” Which choice separates what Teodor feels from the narrator's tone?

   • Teodor feels pleased and surprised; the narrator sounds bitter about the lost prize.
   • Teodor feels pleased and surprised; the narrator sounds warmly amused.
   • Teodor feels pleased and surprised; the narrator sounds pleased and surprised too.
   • Teodor feels warmly amused; the narrator sounds pleased and surprised.

7. Thunder Day (original poem)

   Stanza 1
   [1] The sky cracks open, crash on crash,
   [2] and rain comes rattling, rough and rude;
   [3] the windows shudder, the gutters gush,
   [4] and the whole house holds its breath.

   Stanza 2
   [5] Then thunder trips and tumbles off
   [6] beyond the hills, beyond the hush,
   [7] and what was clatter turns to drip,
   [8] and what was drip turns slow and soft.

   Stanza 3
   [9] A puddle holds the passing light.
   [10] A robin tests one trembling note.
   [11] The yard breathes out, the day grows bright,
   [12] and I, at the window, breathe out too.

8. 6.

   Milo reads the poem. What do the hard sounds in “cracks”, “crash” and “rattling” add to the tone of lines [1]–[2]?

   • Gentle: the repeated sounds are smooth and soothe the reader.
   • Violent: the sounds show the storm is going to destroy the house and the barn behind it.
   • Consonance: the repeated k and r sounds appear in several words.
   • Harsh: the sharp, clattering sounds make the storm feel loud and rough.
9. 7.

   Noah reads the poem. If “rattling” in line [2] became “falling”, how would the tone and its link to “clatter” in line [7] change?

   • It would lose noisy harshness in line 2, but “clatter” would still echo it.
   • It would lose noisy harshness: “clatter” in line 7 would no longer echo line 2.
   • It would stay the same: “falling” and “rattling” both describe rain moving.
   • It would gain noisy harshness: “falling” would make the rain sound louder.
10. 8.

    Ren reads the poem. What do the soft sounds in “hush”, “slow” and “soft” add to the tone of lines [6] and [8]?

    • Consonance: the sounds s and h repeat across the lines.
    • Soothing: the hard sounds in line 1 are the ones that calm the storm.
    • Soothing: the gentle h and s sounds help the storm fade into calm.
    • Tense: the whispering sounds make readers wait for more thunder.
11. 9.

    Tala reads the poem. Line [2] calls the rain “rough and rude.” Which choice separates the storm's behavior from the speaker's attitude?

    • The storm is loud and rough; the speaker sounds playful, treating the rain like a rude guest.
    • The storm is loud and rough; the speaker sounds loud and rough too, matching the storm.
    • The storm is polite and quiet; the speaker sounds playful, treating the rain like a guest.
    • The storm is loud and rough; the speaker sounds furious, blaming the rain for ruining the day.
12. 10.

    Zee reads the poem. What does the repeated “breathe out” in lines [11] and [12] add, compared with line [4]?

    • Release: the repeated “breath” in line 4 shows the storm calming.
    • Tension: the repeated phrase builds toward more thunder.
    • Repetition: the same phrase appears in two lines.
    • Release: the repeated phrase answers the held breath in line 4 and calms the poem.