"Life Isn't Fair" by Mike Myatt
Authored by Erika Lazo
English
10th Grade
CCSS covered
Used 93+ times
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About
This quiz focuses on reading comprehension and literary analysis of Mike Myatt's essay "Life Isn't Fair," targeting 10th grade English Language Arts students. The questions assess students' ability to identify an author's purpose and main argument, analyze how personal experiences support central claims, and synthesize key concepts from philosophical or argumentative texts. Students need strong critical reading skills to distinguish between an author's stated intentions and surface-level details, evaluate how evidence connects to broader themes, and understand the relationship between personal anecdotes and universal principles. The quiz requires students to move beyond literal comprehension to demonstrate analytical thinking about how authors construct persuasive arguments and use their own experiences to illustrate broader life philosophies. Created by Erika Lazo, an English teacher in the US who teaches grade 10. This quiz serves as an excellent tool for formative assessment following close reading of argumentative nonfiction, allowing teachers to gauge student comprehension of complex philosophical concepts about personal responsibility and resilience. Teachers can use this as a warm-up activity to spark class discussion about life philosophy and fairness, assign it as homework to reinforce reading comprehension skills, or implement it during guided practice to help students identify how authors use personal narrative to support argumentative claims. The assessment aligns with Common Core standards CCSS.ELA-LITERACY.RI.9-10.2 for determining central ideas and analyzing their development, CCSS.ELA-LITERACY.RI.9-10.3 for analyzing how authors unfold arguments, and CCSS.ELA-LITERACY.RI.9-10.8 for evaluating the reasoning and evidence in argumentative texts.
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4 questions
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1.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
What does the author plan to discuss in this article?
The author intends to discuss Obama’s policies to support people who have been treated unfairly.
The author intends to address the debate regarding whether life should be fair.
The author intends to explain how to get a fair life.
The author intends to name individuals who may be to blame for unfairness in our lives.
Tags
CCSS.RI. 9-10.6
CCSS.RI.11-12.6
CCSS.RL.11-12.6
CCSS.RL.9-10.6
CCSS.RI.8.6
2.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
How does the author suggest that people can overcome challenges in their lives?
They can overcome challenges if there are laws in place to support them.
They can overcome challenges if they ignore “the fairness doctrine.”
They can overcome challenges if they ignore “the fairness doctrine.”
They can overcome challenges if they are born into the right circumstances.
Tags
CCSS.RI. 9-10.6
CCSS.RI.11-12.6
CCSS.RL.11-12.6
CCSS.RL.9-10.6
CCSS.RL.8.6
3.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
What is the overarching hypothesis of the Rules for Life?
Life is hard and you have to earn rewards through hard work.
Life is hard and you have to be thankful to your parents for their hard work.
Life is hard and be sure to be kind to nerds because they may end up being your boss.
Life is hard and there are no winners and losers, despite what your grades may be.
Tags
CCSS.RI. 9-10.9
CCSS.RI.11-12.9
CCSS.RL.11-12.2
CCSS.RL.8.2
CCSS.RL.9-10.2
4.
MULTIPLE CHOICE QUESTION
3 mins • 1 pt
How does the author’s personal experience illustrate his main argument in this text?
It demonstrates how fairness can improve one’s ability to overcome adversity.
It illustrates why it is important to create laws to support those with debilitating illnesses.
It shows how challenges can better people if they don't complain about fairness.
It demonstrates how discrimination can affect one's ability to make their life better.
Tags
CCSS.RI. 9-10.6
CCSS.RI.11-12.6
CCSS.RL.11-12.6
CCSS.RL.9-10.6
CCSS.RL.8.6
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