What's So Funny, Mr. Scieszka

How does the author's word choice in the first sentence of the story contribute to the mood?

• The personification establishes fear.

• The personification produces sympathy.

• The personification creates optimism.

• The personification builds tension.

Tags

CCSS.RL.6.4

CCSS.RL.5.4

CCSS.RL.7.4

CCSS.RL.4.4

CCSS.RL.8.4

Based on paragraphs 5 through 8 of the story, what can the reader infer about Jon Scieszka when he was a fifth grader?

• He stayed out of trouble as long as he did not talk to classmates.

• He was a class clown who knew how to get out of trouble.

• He was a serious student who got distracted by friends.

• He often got into trouble and was disliked by teachers.

Tags

CCSS.RL.5.1

CCSS.RL.6.1

CCSS.RI.5.1

CCSS.RI.6.1

CCSS.RI.7.1

In paragraph 8, the pronoun it refers to --

• the reason Jon is laughing

• the secret Jon just heard

• the person who told the joke

• the note that was passed

Tags

CCSS.RL.5.1

CCSS.RL.6.4

CCSS.RI.6.4

CCSS.RL.5.4

CCSS.RI.7.4

In paragraph 10, the word apology contains the Latin root word apo-, which means --

• a reason or cause

• before, in front of

• wonder, amazement

• get away from, separate from

Tags

CCSS.RL.5.1

CCSS.RL.6.4

CCSS.RI.6.4

CCSS.RI.5.4

CCSS.RI.7.4

How does the word who function in paragraph 13 of the story?

• It is a relative pronoun that refers to guy

• It is an antecedent for the words bell ringer

• It is an indefinite pronoun that refers to the class

• It is a pronoun that refers to Sister Margaret Mary

Tags

CCSS.RL.5.1

CCSS.RL.6.4

CCSS.RI.6.4

CCSS.RI.5.4

CCSS.RL.5.4

How does the organization of paragraphs 13-16 contribute to the selection?

• A sense of suspense is built as Jon begins to tell his joke.

• A comparison is made between Jon's potential paths.

• An argument is made to prove that Jon made the right decisions.

• A description is given of the classroom and of the people in it.

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which phrase from paragraph 23 helps the reader understand the meaning of the word pause?

• feel the whole world

• just a single beat

• like it always does

• a good punch line

Tags

CCSS.RL.5.1

CCSS.RL.6.4

CCSS.RI.6.4

CCSS.RI.5.4

CCSS.RL.7.4

The author wrote this selection most likely to --

• inform the reader about an early experience in his life

• persuade the reader to always be honest when speaking

• entertain readers with a humorous story from his childhood

• provide evidence of the strict rules at the school he attended

Tags

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RI.7.6

CCSS.RL.6.6

CCSS.RL.7.6

Which two details from the story support the overall message of the story?

• My friend and back-row pal, Tim K. had just told me the funniest joke I had ever heard.

• That day I reached a life-choice fork in the road.

• But I do remember the laugh I got.

Tags

CCSS.RI.6.2

CCSS.RL.5.2

CCSS.RL.6.1

CCSS.RL.6.2

CCSS.RL.7.2

Which two details from the selection best support the idea that the author found his lifelong path?

• It is a feeling of unbelievable power mixed with terror for a low-profile fifth-grader like myself.

• I feel the whole world pause for just a single beat, like it always does before a good punch line.

• Sister Margaret Marry's eyes open impossibly wider.

• But I do remember the laugh I got.

• It was glorious.

Tags

CCSS.RI.6.2

CCSS.RL.5.2

CCSS.RL.6.1

CCSS.RL.6.2

CCSS.RL.7.2