Day 10 English Homework

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

What is the poem all about?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

In what way does the speaker’s use of the words “my own” reflect a sense of ownership and connection to the landscape?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

What is the significance of the different colours which the speaker used?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

How is imagery utilised in the poem?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

What is the rhyme scheme of the poem?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

What can we say about the speaker in the poem?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

Why does the speaker want to create a tapestry?

Read the poem below then answer the questions that follow.

Tapestry by Lesley Elaine Greenwood

If I could take a brush and paint the mountains and the moors,

I would splash the hillsides yellow and cover them in gorse.

I’d take the finest needle and the darkest thread of green

And sew a line of bracken along the landscape. In-between

I’d lay a purple carpet of wild heather in the dells 5

And fringe the edge of all the woods with their pretty lilac bells.

I’d merge the bracken with the heather, mix their colours like the sea,

A green and purple ocean on my own rich tapestry.

Then I’d take a ball of soft, white wool and stitch a mass of daisy chains

Around the lush green meadows and up the sides of winding lanes. 10

I would stencil on the marshes, just like pure white china cups,

Some fragile water lilies and by the ponds, sweet buttercups.

I’d mix orange, reds and yellows planting poppies wild and free

Onto nature’s coloured canvas, my own rich tapestry.

Answer the following questions by choosing the letter of the best answer. 

How does the poem’s metaphor of painting and sewing contribute to the overall meaning of the poem?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

What does the speaker mean by “turn that key”?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

What does the speaker suggest is the key to success?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

What traits does the poem encourage?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

What lesson can we learn from the poem?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

What is the tone of the poem?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

Who might benefit from reading the poem?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

Which among these people practises the lesson learned in the poem?

Read the poem below then answer the questions that follow.

The Key To Wants by Catherine Pulsifer

If you’ve ever been told in your life,

That there is something you can’t do.

I hope you didn’t quit, but instead showed wit,

And proved it’s not up to them, but to you.

You’ll come across many people in life, 5

That believe they know it all.

It can be hard to construe if what’s been said was true,

But overall, it’s up to you to stand tall.

Anything you want to do, you can do,

If you only believe in you. 10

Don’t let others change you, or try to bend you,

You’re the only person who can change your point of view.

So if this is really what you want to do,

Get out there and take action.

Be all you can be, turn that key, 15

And don’t allow for any distraction!

Answer the following questions by choosing the letter of the best answer. 

What does the last stanza tell us?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

How does the speaker encourage the reader to approach their job and their career path?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

How does the speaker depict the role of the individual in determining their success in the workplace?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

What does the speaker say about merit in the workforce?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

What does lines 5-7 tell us about the person speaking?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

What does the third stanza tell us about working hard?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

To whom is the poem best for?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

What is the rhyme scheme of the poem?

Read the poem below then answer the questions that follow.

Merit and the Throng by Edgar A. Guest

A thousand men filled in by day

To work and later draw their pay;

A thousand men with hopes and dreams.

Ambitions, visions, plans and schemes,

And in the line a youth who said:

“What chance have I to get ahead? 5

In such a throng, can any tell

Whether or not I labour well?”

Yet merit is so rare a trait

That once it enters by the gate,

Although ’tis mingled with the throng, 10

The news of it is passed along.

A workman sees a willing boy,

And talks about his find with joy;

A foreman hears the word, and seeks

The lad of whom another speaks. 15

So up the line the news is passed,

And to the chief it comes at last.

A willing ear to praise he lends,

Then for that eager boy he sents

And gives him little tasks to do 20

To learn if all that’s said is true.

Among the throng the lad is one

He keeps a watchful eye upon.

On, youngster, walking with the throng,

Although to-day the road seems long, 25

Remember that it lies with you

To say what kind of work you’ll do.

If you are only passing fair

The chief will never know you’re there,

But if you’ve merit, have no doubt, 30

The chief will quickly find it out.

Answer the following questions by choosing the letter of the best answer. 

What is the link between merit and the throng in the poem?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

What is the poem all about?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

How does the speaker describe a home?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

What does the fourth stanza want to tell us?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

According to the last stanza, where is home?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

What is the significance of memories in the first stanza?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

What literary device is used in lines 6 and 7?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

What does the third stanza mean?

Read the poem below then answer the questions that follow.

The Sweetest Word On Earth Is Home by John Imrie

The sweetest word on earth is home,

To loving hearts most dear;

Where’er our footsteps seek to roam,

Home thoughts are ever near.

The mem’ries sweet of life’s spring-day 5

Keep fresh and green forever,

Like fragrant flowers they scent the way

Adown life’s winding river.

The dearest spot beneath the skies

Is that we call “our home!” 10

‘Tis there we look with longing eyes,

Though o’er the earth we roam!

Our homes may be where mountains rise

Like dark-green clouds to Heaven;

Or where the valley-lily lies 15

Our humble lot be given;

Or on an island of the sea

Oft by the tempest prest:

No matter where our homes may be,

To each that home is blest. 20

The strongest love within man’s chest

Is love of life and home;

Like fledglings hovering round their nest

Our thoughts encircle home;

Our years may reach three-score-and-ten, 25

And full of changes be,

Yet scenes of home will haunt us then

When life was pure and free.

Where love hath cast her golden spell

And kindest deeds are done, 30

Where loving hearts unite to dwell,

‘Tis heaven on earth begun;

Then cherish home with jealous care

And let not strife prevail;

Thus for our “heavenly home” prepare, 35

Secure within the vail.

Answer the following questions by choosing the letter of the best answer. 

Based on the poem, which words best describe a home?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

Considering how cold the winter day was, why was the old woman on the street?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

Line 6 mentioned, “throng.” How is this word used in the poem?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

Line 8 cites, “Nor heeded the glance of her anxious eyes.” What is the speaker trying to mean when he said this?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

What makes the boy who assisted the elderly woman the best of all the boys?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

What sense of pride did the boy feel as he assisted the elderly woman cross the street?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

What does lines 29 to 32 tell the reader?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

How did the old woman feel after the boy helped her?

Read the poem below then answer the questions that follow.

Somebody’s Mother by Mary Dow Brine

The woman was old and ragged and gray

And bent with the chill of the Winter’s day.

The street was wet with a recent snow

And the woman’s feet were aged and slow.

She stood at the crossing and waited long, 5

Alone, uncared for, amid the throng

Of human beings who passed her by

Nor heeded the glance of her anxious eyes.

Down the street, with laughter and shout,

Glad in the freedom of “school let out,” 10

Came the boys like a flock of sheep,

Hailing the snow piled white and deep.

Past the woman so old and gray

Hastened the children on their way.

Nor offered a helping hand to her – 15

So meek, so timid, afraid to stir

Lest the carriage wheels or the horses’ feet

Should crowd her down in the slippery street.

At last came one of the merry troop,

The gayest laddie of all the group; 20

He paused beside her and whispered low,

“I’ll help you cross, if you wish to go.”

Her aged hand on his strong young arm

She placed, and so, without hurt or harm,

He guided the trembling feet along, 25

Proud that his own were firm and strong.

Then back again to his friends he went,

His young heart happy and well content.

“She’s somebody’s mother, boys, you know,

For all she’s aged and poor and slow, 30

“And I hope some fellow will lend a hand

To help my mother, you understand,

“If ever she’s poor and old and gray,

When her own dear boy is far away.”

And “somebody’s mother” bowed low her head 35

In her home that night, and the prayer she said

Was “God be kind to the noble boy,

Who is somebody’s son, and pride and joy!”

Answer the following questions by choosing the letter of the best answer.

The following are values you can take from the poem EXCEPT