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31. Why did the poet not follow the arrow?
A. He chose not to follow it
B. It flew swiftly and he lost sight of it
C. He lost his sense of direction
D. The arrow was not important to him
32. Based on the poet's account of (stanza 1), what be-
came of the arrow?
A. It was nowhere to be found
B. It flew into the air
C. It fell to the earth
D. It vanished from sight
33. The poet's language appeals to what sense/s?
D. Sight and hearing
34. What skills did the poet required in order to pursue the
B. Sight keen and strong
C. A good listening ear D. Desire
35. "The flight of song," as used by the poet in (line 8) ex-
emplifies what figurative device?
36. The use of the arrow and song are
A. Representative of lost relationships
B. Symbols of life and feelings
C. Creative expressions used by the poet
D. They are literal objects
37. Describe the condition of the arrow in (stanza 3)?
A. It was unbroken
B. It was old
C. It was broke
D. It was lost
39. What have you derived from the poem?
A. A feeling of nostalgia
B. A sense of awareness
C. A sense of hope
D. A feeling of loss
38. As you internalize the poem, what do you find most
surprising about the outcome?
A. The usefulness of the arrow and the song
B. The poet's recovery of the arrow and the song
C. The condition of the arrow and the song
D. The safe location of the arrow and the song
DIRECTIONS: Read the poem carefully before attempt-
ing the questions. Each question has four options, select
the most appropriate answer, based on what is implied or
stated in the poem.
THE ARROW AND THE SONG
I shot an arrow into the air,
It fell to earth, I knew not where;
For, so swiftly it flew, the sight
Could not follow it in its flight.
I breathed a song into the air,
It fell to earth, I knew not where;
For who has sight so keen and strong,
That it can follow the flight of song?
Long, long afterward, in an oak
I found the arrow, still unbroke;
And the song, from beginning to end,
I found again in the heart of a friend.
By Henry Wadsworth Longfellow
DIRECTION: Read the passage carefully before attempting the questions. Each question has four options, select
the most appropriate answer, based on what is contained or implied in the passage.
40. Based on the information contained in the text, how
would you describe the writer's views on goal setting?
Goal setting is a fundamental building block teenagers
need to be successful at whatever they want to accom-
plish in life. Goals help them define what is important and
teaches them how to set priorities. Goals give them a clear
starting point, and when completed, can either be a finish-
ing point or the starting point for their next endeavor.
The process of goal setting includes learning how to de-
velop a plan, how to measure your progress, how to stay
positive and focused, how to overcome road blocks and
the importance of taking action. Goal setting is a character
education function that helps teenagers set their priorities
and gives them a path for future success.
The act of goal setting is a process that begins with clearly
defining what is important to you. Goal setting is not a
stagnant event. It is much more than (S.M.A.R.T) Specific,
Measurable, Attainable, Realistic and Time Sensitive goals
or simply writing down a few ideas on paper. Goal setting
allows you to look into the future and provides an oppor-
tunity to learn from missed opportunities and accomplish-
ments. The goal setting principles can be used in: school,
career, with your hobbies and in countless other places.
Will I Always Accomplish My Goal? No. But, if you view
those life lessons correctly the missed opportunities can
be excellent learning experiences. Did you set the goal too
high? Did you run out of time? Did your goals count on
something happening that did not? This is not the time to
get discouraged and stop setting goal. It is a marvelous
time to learn and grow.
Goal setting is hard work. If it was easy everyone would
be doing it. It is important to set realistic goals that stretch
your capabilities. If you miss your goal re-evaluate your
goal setting plan and make adjustments and try again.
Don't give up!
If your goal setting plan is successful reward yourself for
a job well done. Then look for your next adventure. Set a
new goal that stretches you a little more. Build on your
goal setting successes.
Benefits of Goal Setting
Improve your independence and sense of personal control
Develop self --esteem
Gain a positive outlook on the future
Decrease unhealthy habits and behaviours
Improve your academic performance and organization
Development time-management skills and battle procras-
Types of Goals
Long-Term Goals can be achieved over a long period of
time. Example. "I want to make honor roll" is a long-term
Short-Term Goals are smaller and can be fulfilled in the
immediate future. Example "I want to take better notes"
is a short term goal.
Action-Oriented Goals are within your own power to be
reached and do not depend on external factors or people.
Example "I want to improve in math" is an example of an
Outcome Based Goals are not in your power to be reached
because they depend on another person or factor. Example
"I want an A in math is outcome-based because the
teacher is the one who chooses grades.
Researchers say achievement improves most when goals
are specific, action-oriented, short-term and challenging.
Choosing A Goal
Connect your goals with your talents, values and aspira-
Your goals should represent an important accomplishment
Choose a goal you have the power to reach but requires
Tip: If you cannot answer the question "How will you
know when you achieve the goal?" then the goal is too
Accomplishing Your Goals
Define the goal.
If your goal is long-term set shorter 'sub-goals" that will
help you to accomplish it.
Identify small steps to achieve each sub-goal.
Consider the possible obstacles to your goals and brain-
storm solutions to each.
Take the time to reassess your goal periodically. Be re-
silient! Modify your goals if necessary.
Studies have found that at-risk students can be helped
most by short-term, realistic goals that help confidence
and avoid failure.
(Source Goal Setting for Teenagers - Teaching Moments) (Edited)
(Source Setting Goals for Teens - NIU College of Education)(Edited)
Continued on the next page
41. What is your understanding of (line 1)?
A. Goal setting is the first stage in the process
B. Goal setting helps you to establish parameters
for your life
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