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Learning the Garden's Language
Analyze figurative meanings, word connotations, rhyme, and alliteration in a story about a seventh grader caring for a grandparent's garden.
Grade 7ELAInteractive · Printable
Aligned toRL.7.4
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 13 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Short answer
About this worksheet
What students practice
- Students interpret figurative and connotative meanings using details from a story.
- Students explain how rhyme and repeated consonant sounds affect meaning and mood.
How to use
Have students read the story silently, then read the garden verse aloud. Students should refer to specific words and sounds when explaining their answers.
Curriculum
Common Core standard covered
Work out figurative and connotative meanings, and how rhyme and repeated sounds like alliteration affect a poem or passage.
Preview
OwlSheets.com
Learning the Garden's Language
Explore figurative language, connotation, rhyme, and repeated sounds.
Read and Interpret
Read the story. Answer each question using the language and details in the text.
An Apprentice Among the Leaves
1When his grandfather left to visit family, seventh grader Idris inherited three weeks of garden duty. He pictured a quick splash from the hose before meeting his friends. Instead, Grandfather handed him a notebook crowded with sketches, dates, and questions. “A garden isn't a row of thirsty cups,” he said. Idris nodded as though this explained everything.
2On Monday, Idris attacked a patch of weeds beside the beans. Dry stalks snapped; stiff stems scratched his wrists. One weed's roots held the earth in a locked fist. Pulling harder only broke its stem, leaving the buried roots firmly in place. He sent Grandfather a photograph of the broken stalk and waited beside the crooked row.
3“Try dampening the soil first,” Grandfather replied. Idris followed the advice and eased the roots out whole. Beneath the photograph, he typed, “Your replacement has solved the problem.” Then he deleted “replacement” and wrote “apprentice.” He had learned one small trick, not everything Grandfather knew. The notebook, which had seemed like extra homework, was becoming a conversation he could carry outside.
4Tucked between two pages was a verse in Grandfather's handwriting: “Press one finger, test the ground; / Roots drink deep without a sound. / If it's damp, then let it be; / Not each leaf needs help from me.” Idris read the lines aloud. Earlier, he had watered whenever he felt uncertain. Now he tested the soil before reaching for the hose. Several times, he put the hose back.
5By the second week, his movements had changed. Slowly, he slid the slender stake beside a leaning bean plant. He tied the stem loosely, leaving space for growth. He no longer treated each drooping leaf as an alarm bell. Sometimes a leaf needed water; sometimes it needed shade from the afternoon sun. He began recording what he noticed instead of demanding that every plant look perfect.
6When Grandfather returned, Idris showed him a chewed leaf before pointing out the healthy beans. “I couldn't keep everything spotless,” he admitted. Grandfather turned the leaf over and studied it. Idris opened the notebook to a fresh page. Above his first entry, he crossed out “Garden Chores” and wrote “Garden Watch.” There were still jobs to do, but he wanted to notice what happened between them.
- A. The roots are protecting the neighboring beans.
- B. The roots are shaped like the gardener's hand.
- C. The roots grip the soil and resist being removed.
- D. The roots have become dry and broken underground.
On Monday, Idris attacked a patch of weeds beside the beans.Dry stalks snapped; stiff stems scratched his wrists.Pulling harder only broke its stem, leaving the buried roots firmly in place.He sent Grandfather a photograph of the broken stalk and waited beside the crooked row.
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