The Emperor's Procession

The Emperor's Procession

8th - 9th Grade

6 Qs

quiz-placeholder

Similar activities

folk tale

folk tale

8th Grade

10 Qs

Informational text academic vocabulary

Informational text academic vocabulary

8th Grade

10 Qs

I am Malala Review

I am Malala Review

6th - 8th Grade

10 Qs

Ancient China

Ancient China

6th - 8th Grade

10 Qs

Authors Purpose

Authors Purpose

9th Grade

10 Qs

Analyzing Informational Texts

Analyzing Informational Texts

9th - 12th Grade

10 Qs

Author's Perspective

Author's Perspective

5th - 8th Grade

8 Qs

The Road Almost Taken

The Road Almost Taken

8th Grade

7 Qs

The Emperor's Procession

The Emperor's Procession

Assessment

Quiz

English

8th - 9th Grade

Hard

CCSS
RL.6.3, RI. 9-10.9, RI.7.10

+17

Standards-aligned

Created by

Andrea Zapata

Used 155+ times

FREE Resource

6 questions

Show all answers

1.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

How does the author use foreshadowing in paragraph 1 to develop the plot?

The author refers to “a faraway land” to hint at where most of the story’s action will take place.

The author refers to the Emperor’s “fondness of new clothes” to hint at the nature of the main conflict.

The author refers to “two mysterious strangers calling themselves weavers” to hint that they will do something dishonest.

The author refers to “magnificent garments” to hint that the Emperor will love his new clothing.

Tags

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.9-10.5

2.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The author uses the metaphor "daggers in my father's eyes" to suggest that the boy's father gives him an angry look.

The figure of speech "you could have knocked me over with a feather" is used to convey? ___________________.

surprise

regret

happy

anger

Tags

CCSS.RI.7.10

CCSS.RI.8.10

CCSS.RI.9-10.10

CCSS.RL.8.10

CCSS.RL.9-10.10

3.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Why did the author most likely include the parallel plot involving the boy?

To create suspense about whether the Emperor will see what others see

To enhance the reader’s understanding of the main plot by presenting background details

To show the differences between those who can see the Emperor’s clothes and those who cannot

To help the reader understand the reasons behind the spectators’ actions during the procession

Tags

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

CCSS.RL.9-10.5

4.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

How would the story most likely be different if it were rewritten from the point of view of an objective third-person narrator?

The spectators would be honest right away.

The Emperor would keep believing he has clothes on.

The names of the weavers would be revealed.

The boy would play a more minor role.

Tags

CCSS.RL.1.6

CCSS.RL.5.6

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

5.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

How do the Emperor’s thoughts during the procession help to create irony?

The Emperor imagines he looks wonderful, but he actually looks ridiculous.

The Emperor believes people are praising him, but they are actually mocking him.

The Emperor thinks he is courageous, but the boy is actually the brave one.

The Emperor assumes people see his pride, but they actually see his insecurity.

Tags

CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2

6.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

The idea that is best developed by all three points of view included in the story is that —

it can be difficult to know whether someone should be trusted

people can influence each other with their words and actions

it is important to avoid hurting others’ feelings whenever possible

people are willing to be dishonest if it means they will be accepted

Tags

CCSS.RI. 9-10.9

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

CCSS.RL.9-10.2