The Jabberwocky
Authored by Judy Gasper
English
6th Grade
CCSS covered
Used 261+ times
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This quiz focuses on literary analysis of Lewis Carroll's famous nonsense poem "The Jabberwocky," targeting essential reading comprehension and analytical skills appropriate for sixth-grade students. The questions systematically guide students through multiple layers of textual analysis, beginning with theme identification and textual evidence, progressing through plot structure and character motivation, and culminating in advanced literary device analysis including mood creation and the use of repetition. Students must demonstrate their ability to identify central themes about courage and heroism, trace cause-and-effect relationships between characters' actions and plot development, analyze how authors use invented language to create atmosphere, and understand how structural elements like repetition contribute to a poem's overall meaning. The complexity requires students to move beyond literal comprehension to make inferences about character motivation, evaluate how specific word choices affect mood, and synthesize textual evidence to support their interpretations of theme and literary techniques. Created by Judy Gasper, an English teacher in the US who teaches grade 6. This assessment tool provides excellent support for poetry instruction by offering structured practice with close reading and literary analysis skills that are fundamental to middle school English language arts curriculum. Teachers can effectively use this quiz as a formative assessment after students have read and discussed the poem, as a review activity before summative assessments on poetry analysis, or as homework to reinforce classroom instruction on theme, plot structure, and literary devices. The quiz works particularly well for warm-up activities that activate prior knowledge about poetry analysis or as part of differentiated instruction for students who need additional practice with textual evidence and inference skills. This assessment aligns with Common Core standards CCSS.ELA-LITERACY.RL.6.1 for citing textual evidence, CCSS.ELA-LITERACY.RL.6.2 for determining theme and analyzing its development, CCSS.ELA-LITERACY.RL.6.3 for analyzing plot development, and CCSS.ELA-LITERACY.RL.6.4 for determining the meaning of words and phrases and analyzing their impact on meaning and tone.
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6 questions
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1.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
PART A: What is a theme of the poem?
Swords are dangerous when used without training.
Parents should always warn their children of danger.
Acts of bravery are always rewarded in society.
Courage is necessary to keep peace and order in the world.
Tags
CCSS.RL.4.2
CCSS.RL.5.2
CCSS.RL.5.9
CCSS.RL.6.2
CCSS.RL.7.2
2.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
Which line from the poem BEST supports the answer to the theme of the poem?
“‘Beware the Jabberwock, my son! / The jaws that bite, the claws that catch!’” (Lines 5-6)
“So rested he by the Tumtum tree / And stood awhile in thought.” (Lines 11-12)
“One, two! One, two! And through and through / The vorpal blade went snickersnack!” (Lines 17-18)
“All mimsy were the borogoves, / And the mome raths outgrabe.” (Lines 27-28)
Tags
CCSS.RL.6.4
CCSS.RL.5.4
CCSS.RL.7.10
CCSS.RL.7.4
CCSS.RL.7.5
3.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
How do the father’s actions set the plot of the poem in motion?
The father warns his son of the Jabberwock, and the son begins his journey.
The father scares his son, and this causes the son to hide from the Jabberwock.
The father tells the son that the Jabberwock has giant teeth, so the son finds a sword.
The father advises his son to rest up before fighting the Jabberwock, so the son sleeps.
Tags
CCSS.RL.6.4
CCSS.RL.5.5
CCSS.RL.7.10
CCSS.RL.7.4
CCSS.RL.7.5
4.
MULTIPLE SELECT QUESTION
15 mins • 1 pt
Which two lines from the poem best support the answer to how the father’s actions set the plot of the poem in motion?
“‘Beware the Jabberwock, my son! / The jaws that bite, the claws that catch!’” (Lines 5-6)
“He took his vorpal sword in hand; / Long time the manxome foe he sought” (Lines 9-10)
“So rested he by the Tumtum tree / And stood awhile in thought.” (Lines 11-12)
“And, as in uffish thought he stood, / The Jabberwock, with eyes of flame” (Lines 13-14)
“Came whiffling through the tulgey wood, / And burbled as it came.” (Lines 15-16)
Tags
CCSS.RL.6.4
CCSS.RL.5.4
CCSS.RL.5.5
CCSS.RL.7.10
CCSS.RL.7.4
5.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
How do the names of the creatures in the second stanza of the poem — Jabberwock, Jubjub bird, and Bandersnatch — contribute to the mood of the poem?
These names are humorous and contribute to a light-hearted mood, in spite of the father’s warning.
These words are confusing and contribute to an uncertain mood, which reflects the boy’s confusion.
These words are mysterious and contribute to a suspenseful mood, as the reader is left wondering what happened to the Jabberwock.
These words are harsh and contribute to a gloomy mood, even though the father is proud.
Tags
CCSS.RL.6.4
CCSS.RL.5.4
CCSS.RL.5.5
CCSS.RL.7.10
CCSS.RL.7.5
6.
MULTIPLE CHOICE QUESTION
15 mins • 1 pt
How does the author use repetition to contribute to the poem’s meaning?
The poem’s rhyme provides repetition, similar to the repeated efforts of courage.
The poem’s first stanza is repeated at the end, showing that the boy’s victory over the Jabberwock (representing all the nonsense that his boy will face in life) has kept their world stable and calm.
The line “And the mome raths outgrabe” is repeated to help the reader understand where the Jabberwocky lived.
The first syllable in the words “Callooh!” and “Callay!” is repeated to emphasize the father’s pride.
Tags
CCSS.RL.6.4
CCSS.RL.5.4
CCSS.RL.5.5
CCSS.RL.7.4
CCSS.RL.7.5
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