Slam, Dunk, & Hook

Slam, Dunk, & Hook

8th Grade

6 Qs

quiz-placeholder

Similar activities

Verb  tenses

Verb tenses

8th - 11th Grade

10 Qs

EIGHT GRADE -UNIT 0 REVIEW TEST

EIGHT GRADE -UNIT 0 REVIEW TEST

8th Grade

10 Qs

Part of speech

Part of speech

8th - 12th Grade

10 Qs

Sitcoms and Satire

Sitcoms and Satire

7th - 8th Grade

10 Qs

Irregular Verbs

Irregular Verbs

1st - 9th Grade

10 Qs

Research Term 2 Review

Research Term 2 Review

6th - 12th Grade

10 Qs

The Chase Unit 9 Superminds 6

The Chase Unit 9 Superminds 6

7th - 8th Grade

11 Qs

SUGGESTION

SUGGESTION

8th Grade

10 Qs

Slam, Dunk, & Hook

Slam, Dunk, & Hook

Assessment

Quiz

English

8th Grade

Practice Problem

Hard

CCSS
RL.8.4, RI. 9-10.2, RI.5.5

+19

Standards-aligned

Created by

DESIREE KACHEL

Used 644+ times

FREE Resource

About this resource

This quiz focuses on literary analysis of the poem "Slam, Dunk, & Hook," targeting 8th-grade English Language Arts students. The questions assess students' ability to analyze poetic devices, interpret figurative language, and understand how literary elements contribute to meaning and effect. Students must demonstrate comprehension of metaphors and similes, recognize and analyze imagery, understand the relationship between form and content, and make inferences about character emotions and motivations. The quiz requires students to move beyond literal comprehension to evaluate the author's craft choices, such as line structure and figurative language, while connecting textual evidence to deeper thematic meanings about identity, power, and the significance of basketball in the speakers' lives. Created by Desiree Kachel, an English teacher in the US who teaches grade 8. This quiz serves as an excellent tool for formative assessment after students have read and discussed the poem, allowing teachers to gauge student understanding of complex literary analysis skills. It works effectively as a review activity before a larger poetry unit assessment, as homework to reinforce classroom discussions about figurative language, or as a warm-up to activate prior knowledge before exploring similar poems about sports or adolescence. The quiz aligns with Common Core standards RL.8.4 (determining meaning of words and phrases including figurative language), RL.8.5 (analyzing how structure contributes to meaning), and RL.8.1 (citing textual evidence to support analysis), making it valuable for building the analytical thinking skills essential for high school English success.

See more

AI

Enhance your content in a minute

Add similar questions
Adjust reading levels
Convert to real-world scenario
Translate activity
More...

6 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following choices best explains how the players feel about girls watching them (lines 18-19)? We were metaphysical when girls/Cheered on the sidelines. ("Slam, Dunk, & Hook")

It distracts them from the game.

It keeps them from worrying about their outside problems.

It makes them very nervous and they would rather just play alone.

It makes them feel extremely powerful.

Tags

CCSS.RI. 9-10.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.8.2

CCSS.RL.9-10.2

2.

MULTIPLE SELECT QUESTION

30 sec • 1 pt

Visualization is key to understanding a text. What evidence in the poem are good examples of the use of imagery. Choose all that apply. ("Slam, Dunk, & Hook")

Cheered on the sidelines

We had moves we didn't know

through a lyric slipknot

glistened with sweat

Tags

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.8.5

CCSS.RL.9-10.9

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Why did the author use the simile comparing the strings of the net to silk? ("Slam, Dunk, & Hook")

To help the reader visualize the beauty of the shot

To tell the reader that the ball touched the net at it passed the hoop

To help the reader understand that the ball went through the hoop

To make sure the reader knew there was a net

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The author chose to shorten the narrative into shorter lines to... ("Slam, Dunk, & Hook")

emphasize the rhythm of playing basketball

help the reader understand

create imagery

visualize the details of the game

Tags

CCSS.RL.7.10

CCSS.RL.7.5

CCSS.RL.8.10

CCSS.RL.8.4

CCSS.RL.8.5

5.

MULTIPLE SELECT QUESTION

30 sec • 1 pt

"Muscles were a bright motor" is a metaphor comparing muscles to motors. What does the author mean by this? Choose all that apply. ("Slam, Dunk, & Hook")

Their muscles help them get girls

Their muscles help them feel powerful

Their muscles help them play the game

Their muscles are powerful

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RL.7.4

CCSS.RL.8.4

CCSS.RL.9-10.4

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

In "Slam, Dunk, & Hook," the author is writing about his childhood playing basketball. What does it mean to he and his friends?

It is a way of life for them

They play it to kill time

They only play when others are around

It is just a sport

Tags

CCSS.RL.2.6

CCSS.RL.8.3

Access all questions and much more by creating a free account

Create resources

Host any resource

Get auto-graded reports

Google

Continue with Google

Email

Continue with Email

Classlink

Continue with Classlink

Clever

Continue with Clever

or continue with

Microsoft

Microsoft

Apple

Apple

Others

Others

Already have an account?